Office of Charter Schools
Accountability Report 2007-2008
For more information about this report, contact:
Ball State University Office of Charter Schools
910 Teachers College, Muncie, IN 47306
Phone: (765) 285-1336 | Fax: (765) 285-9873
www.bsu.edu/teachers/charter
Ball State University Office of Charter Schools Staff
Dr. Larry C. Gabbert, Director
Shirley Hall, School Accountability Coordinator
Peter Tschaepe, Finance Coordinator
Georgette Davis, Field Representative
Laurie Serak, Field Representative
Tardy Ubelhor, Field Representative
Vanessa Chapman, Specialist for Systems and Contracts
Lisa J. Walker, Secretary
Ball State University practices equal opportunity in education and employment and
is strongly and actively committed to diversity within its community.
BSU Office of Charter Schools
Accountability Report 2007-08
Letter from the Dean
Nationally, charter schools continue to grow at a rapid pace. More than 4,100 charter schools are in
operation, serving more than 1.2 million students in 40 states and the District of Columbia. In 20072008, 346 new charter schools opened – an increase of 8% over the preceding year.
Ball State University serves as the largest authorizer of public charter schools in the state of
Indiana, with 29 schools open throughout the state in 2008-2009 serving over 9,000 students. With
five more schools already approved for the coming year, at least 34 schools will be operating with
an estimated additional 1699 students enrolled.
Since the passage of the Indiana charter law in 2001, Ball State has been committed to ongoing
growth and development of charter schools and has developed rigorous standards to ensure that
the schools authorized are held accountable for providing a high-quality educational experience for
students served. During the past year, much attention has been placed on the creation of a School
Assessment and Intervention Policy, which includes measures, and criteria for making decisions
about the continuing progress of our charter schools – from corrective action plans to closure.
Emphasis on improving student achievement is central to the OCS mission. In 2007-2008, 47%
of the charter schools sponsored by the university met the federal No Child Left Behind Act
standard of Adequate Yearly Progress (AYP). This level is slightly better than the average of all
charter schools statewide that year. Progress on the ISTEP+ and achievement growth data obtained
from the required Northwest Evaluation Association for all schools is carefully assessed annually as
an important indicator of quality.
Increasing the percentage of its charters that meet AYP is a commitment that the OCS has
made to the University’s Strategic Plan. By 2012, the OCS has established the goal of being the
authorizer with the highest percentage of schools meeting AYP. To this end, additional mechanisms
and strategies for assisting and supporting its charters to aggressively improve student academic
performance are being implemented.
As parents and communities continue to call for high-quality educational options, Ball State
remains committed to meeting their needs, as do the many dedicated charter school administrators,
teachers, staff and volunteers who serve on school boards, assist in the classrooms, and otherwise
advance these schools on behalf of their students.
Sincerely,
Roy A. Weaver
Dean, Teachers College
BSU Office of Charter Schools
Accountability Report 2007-08
Contents
Overview
What are Charter Schools?
4
Role of Ball State University as a Charter Authorizer
4
Role of the Office of Charter Schools
6
Goals for the University Charter School Program
6
Purpose of the Accountability Report
7
General Information
Adequate Yearly Progress (AYP)
8
Public Law 221 - Indiana’s State Accountability Law (PL 221)
9
Northwest Evaluation Association (NWEA)
9
Comprehensive Review of BSU Charter Schools
11
NORTHERN REGION
Campagna Academy Charter School
13
Charter School of the Dunes
21
East Chicago Lighthouse Charter School
29
East Chicago Urban Enterprise Academy
37
Gary Lighthouse Charter School
45
KIPP LEAD College Preparatory School
53
Renaissance Academy
61
Thea Bowman Leadership Academy
69
Veritas Academy
77
West Gary Lighthouse Charter School
85
21st Century Charter School at Gary
93
CENTRAL REGION
The Ball State University Office of
Charter Schools is pleased to provide
this Accountability Report along
with additional information regarding
data summarized in this report online:
www.bsu.edu/teachers/charter
Galileo Charter School
101
Geist Montessori Academy
109
Imagine MASTer Academy
117
Indiana Math and Science Academy
125
Irvington Community School
133
New Community School
141
Options Charter School - Carmel
149
Options Charter School - Noblesville
157
Timothy L. Johnson Academy
165
SOUTHERN REGION
Community Montessori
Rural Community Academy
173
181
Appendices
Appendix A: Comparison of BSU Sponsored Charter Schools
188
Appendix B: Constituent Survey
190
BSU Office of Charter Schools
3
Accountability Report 2007-08
OVERVIEW of BSU Charter Schools
What are Charter Schools?
academic standards, require participation in state testing
programs, hire certified teachers, and publish annual
reports to the public. The curriculum often includes new
and innovative approaches for teaching and can be
tailored to the specific needs of students.
Charter schools are independent public schools that are
open to all students and are state funded.
Students do not pay tuition to attend these schools,
which are designed and operated by educators, parents,
and community leaders. In Indiana, charter schools may
be authorized by a limited number of entities, such as the
executive of a consolidated city or a state university
offering four-year degrees. Currently, Ball State is the
only public university in Indiana to serve as a sponsor of
charter schools. Through these schools, Ball State
University contributes to the variety of choices in
education available to Indiana students. Each school
chartered by the university is expected to strive toward
academic excellence and have a well-defined mission that
is tailored to the community’s needs.
Charter schools are allowed considerable autonomy
through the Indiana charter law. In exchange for that
autonomy, each school is held to a high level of
accountability.
Ball State University Sponsored Charter Schools
During the 2007-2008 school year, 22 charter schools in
Indiana were authorized by Ball State University. Figure 1
shows the geographic distribution of these schools.
Like all public schools, charter schools are held to high
Role of Ball State University as a Charter Authorizer
The University reserves the right to rescind a charter if a
school fails to meet performance standards. Ball State is
committed to improving the quality and success of
charter schools through high standards and clear
accountability. That is the primary role of Ball State and
this annual review of performances provides much of the
information needed to demonstrate the progress of the
University in meeting that commitment.
Ball State is a leader in the development and promotion
of educational innovations and best practices for public
schools in Indiana. As a key aspect of its efforts to build
better communities, the University demonstrates its
commitment to redefining education by serving as
Indiana’s only post-secondary institution authorizing
public charter schools.
As a public charter school authorizer, Ball State does not
manage the schools it sponsors. Its primary mission is to:
1) Evaluate applications for charters and determine which
groups are to be awarded charter contracts.
2) Set high expectations for each charter school it
sponsors.
3) Provide oversight to each charter school it sponsors to
ensure it is meeting the terms of its charter and applicable
laws.
4) Intervene when sponsored schools do not meet the
terms of their charter contracts or applicable laws.
5) Evaluate the performance of the charter schools it
sponsors to determine whether to renew the contract for
each school.
BSU Office of Charter Schools
4
Accountability Report 2007-08
NORTHERN REGION
Campagna Academy Charter School
Charter School of the Dunes
East Chicago Lighthouse Charter School
East Chicago Urban Enterprise Academy
Gary Lighthouse Charter School
KIPP LEAD College Preparatory School
Renaissance Academy
Thea Bowman Leadership Academy
Veritas Academy
West Gary Lighthouse Charter School
21st Century Charter School at Gary
CENTRAL REGION
Galileo Charter School
Geist Montessori Academy
Imagine MASTer Academy
Indiana Math and Science Academy
Irvington Community School
New Community School
Options Charter School - Carmel
Options Charter School - Noblesville
Timothy L. Johnson Academy
SOUTHERN REGION
Community Montessori
Rural Community Academy
BSU Office of Charter Schools
5
Accountability Report 2007-08
OVERVIEW of
BSU Charter Schools
Role of the Office of Charter Schools
Ball State University has established an Office of Charter
Schools to serve as the primary source of contact with
each group seeking a charter and each operating
charter school. The office serves as the administrator of the
University’s charter program, making recommendations to
the President on such major decisions as the granting of
charters, significant actions related to the performance of
schools, and renewal decisions.
The University is investing significant resources into this
restructuring process. Since summer 2006, the University
has added these new full-time positions to the Office of
Charter Schools to increase the capacity of the office to
fulfill its mission:
Accountability Compliance/Finance Coordinator
School Accountability Coordinator
Additional Field Representative
The University also contracts with a data processing
service provider, Corporate Computer, which provides
a computer-based system for the collection and storage
of compliance documents. This aids the Office of Charter
Schools in monitoring the compliance of each school with
the terms of its charter and applicable laws.
During its initial four years, the Office of Charter Schools
was established and staffed to develop an accountability
process. As a result of this early work, the University began
a major restructuring of its charter authorizing practices in
the summer of 2006 with new leadership in the Office of
Charter Schools.
Key elements of that restructuring include:
• Significantly increasing the capacity of the Office of Charter Schools staff to meet the responsibilities of the office.
• Redesigning the Accountability Framework to gain a more
complete understanding of each school’s success.
• More clearly defining expectations for successful charter
schools.
• Implementing more rigorous requirements for charter proposals.
• Altering the compliance monitoring process.
• Shortening the length of new charter contracts from seven years
to five years.
• Implementing a rigorous review process for charter renewal
decisions.
Ball State provides a well-defined platform upon which the
schools sponsored by the University will be successful. It
is the expectation that the performance of the schools Ball
State sponsors will increase in a number of areas, including
financial management and student achievement.
Goals for the University Charter School Program
academic performance. Another school’s charter was
extended, rather than renewed, due to significant financial
concerns. During the summer of 2008, the sponsorship
of one school was withdrawn prior to opening.
Ball State is strengthening its capacity to ensure that the
charter schools it sponsors are meeting or moving toward
high levels of performance within a reasonable amount
of time. The charters of schools that are unable to meet
expectations established by Ball State may be rescinded
after being given a reasonable opportunity to make
changes in their administrative and educational
operations. This approach to charter authorizing is
consistent with the basic premise for establishing public
charter schools. That basic premise states that while
charter schools enjoy more autonomy within their
organization, increased accountability is expected from
each charter school by its authorizer.
In its effort to set aggressive expectations for its Charter
School Program, Ball State has established a goal that, by
2012-2013, the University will be the sponsor of the
highest percentage of charter schools that meet the
federal No Child Left Behind requirement of Adequate
Yearly Progress (AYP) of the major charter sponsors in the
state of Indiana. With the continuing focus on
restructuring in process, this objective is clearly
attainable. Measurable progress toward this goal was
made during 2007-2008.
As the University holds charter schools accountable for
performance, it also holds itself accountable in its role as
an authorizer. Since 2001 when Ball State began
authorizing charter schools, the following significant
interventions have been taken toward sponsored charter
schools that were not meeting the terms of their charters.
In 2003-2004 the charter of one school that was in
operation was revoked. In 2007, the grade
configuration for one school in operation was reduced
from K-8 to K-5. Its charter was extended for two years
rather than renewed due to serious concerns about
BSU Office of Charter Schools
In 2007-2008, the percentage of charter schools under
Ball State sponsorship that met the federal No Child
Left Behind Act AYP requirement was 47% (9 out of 19
schools eligible). This was an increase over the
percentage of Ball State sponsored charter schools that
met AYP in 2006-2007 (43%).
It is the goal of the University to significantly improve the
percentage of sponsored schools making AYP,
6
Accountability Report 2007-08
significantly exceeding the statewide average of all charter
schools by 2012-2013. The attainment of this goal by 20122013 is a primary reason for restructuring the authorizing
practices of the Office of Charter Schools.
One major change in the University’s policies for charter
schools is the proposed adoption during 2008-2009 of
the Policy for School Assessment and Intervention. This
policy identifies specific measures in the areas of academic
achievement, finance and compliance. Schools that do
not attain specific levels of performance in those areas
will be placed on corrective action, probationary status,
or recommended for revocation of their charters. In the
area of academic achievement, the attainment of (AYP)
is a primary requirement. With the adoption of this new
policy it is expected that a higher percentage of Ball State
sponsored charter schools will attain AYP in future years.
Purpose of the Annual Accountability Report
reporting of data from the state assessment program, the
ISTEP+. The Indiana Department of Education reports test
results only at the school level by grade. Because
individual student performance has not been made
available to the Office of Charter Schools, the Office is
presently unable to track individual student progress.
Anecdotal reports indicate that many students are making
gains in performance on the ISTEP+ over time. Without
individual student performance on the ISTEP+, specific
gains of those individual students from year to year
cannot be tracked. There are discussions at the federal
level of revising the No Child Left Behind Act to permit
states to base the AYP reporting process on individual
student improvement models rather than reporting overall
school level passing rates. Focusing on school passing
rates does not allow reporting to take into account the
movement of individual students into and out of schools.
Such movement is quite significant for some of the Ball
State sponsored schools, thereby masking performance
gains of students who remain at a school for a number of
years. For accuracy, the performance of a school should
be based on the impact of its educational program on the
same students over a reasonable period of time.
Each year, the Ball State University Office of Charter
Schools publishes an accountability report indicating the
charter schools’ performance. This is the fifth annual
accountability report.
The purpose of this report is to provide a snapshot of the
performance of each charter school sponsored by Ball
State that was open during 2007-2008, as well as a general
summary of the success of the Ball State charter program.
The Accountability Report provides information about each
school’s educational philosophy and approach;
demographics of the school’s student population; 20072008 student achievement data in the form of ISTEP+ and
the Northwest Evaluation Association (NWEA) Measure of
Academic Progress results; and the results of the
constituent survey, which is administered annually to parents
of enrolled students, school staff, and board members.
Individual school responses. As with last year’s report,
the Office of Charter Schools requested that each school
provide background information about its mission and the
unique characteristics of the students it serves, along with
comments on its performance, the challenges it faced,
and the strategies the school is using to increase student
achievement. The Office of Charter Schools recognizes
that each school is a work in progress. This Accountability
Report provides an opportunity for each school to tell its
story of successes and challenges and the efforts it is
making to aid the students who have enrolled. The overall
success of the charter schools program is based primarily
on the success of each charter school and the University
expects each school to pursue strategies that increase
the probability of both student and school success.
The NWEA Measures of Academic Progress has been
used not only as an accountability tool, but as a means
for identifying individual students’ areas of needed
improvement. The percentages of students achieving their
NWEA target growth rate are included here to provide
another indicator of student performance, but this should
not be considered a complete evaluation of the school’s
success in achieving growth among students.
In 2007 – 2008, schools conducted a constituent survey
online or in paper form (See Appendix B). This report,
which is highlighted in each school profile of the
Accountability Report, focuses on the areas of parent
satisfaction and the academic program.
Limitations. This report is of the performance of each
school for the academic year 2007-2008 only. A
history of the performance of each school is not
addressed here. Another limitation in the ability of this
report to fully depict school performance is in the
BSU Office of Charter Schools
7
Accountability Report 2007-08
GENERAL INFORMATION for BSU Charter Schools
Adequate Yearly Progress (AYP)
The required passing rates used in the first method of
determining AYP may be unrealistic for schools serving
high numbers of low achieving students. In these schools,
students may be making progress, but still not
approaching the required passing rates. For these
schools, a “Safe Harbor” was created. Using a second
method of determining AYP, schools that do not meet
the target percent for passing the state’s assessment
(ISTEP+) will be considered to have achieved the
progress necessary if they meet attendance rate targets
and reduce the number of students not meeting
performance targets by 10% over the previous year.
The federal No Child Left Behind Act requires schools to
show annual improvements in academic achievement and
attendance. Schools that receive Title I funds, those with
high percentages of low income students, face federally
imposed consequences if they are not able to show the
requisite improvements on the state’s assessment.
The Indiana Department of Education (IDOE) has determined AYP for all public schools, including charter
schools. There are two methods through which the IDOE
determines AYP designations for each school. The first
method is based on the overall percentage of students
passing the English and mathematics portions of ISTEP+,
participation rates, elementary and middle school
attendance rates, and high school graduation rates. Any
student subgroup of at least 30 students within the
population, including race/ethnicity, free/reduced price
lunch eligibility, limited English proficiency and special
education, must also meet the performance, participation,
and attendance or graduation targets in this first method
of meeting AYP. Beginning in 2005-2006, an Indiana
school could meet AYP if at least 65.7% of each of the
school’s eligible student subgroups passed the language
arts portion of the test and if at least 64.3% passed
the mathematics portion of the test. The percentages
increased for the 2008-2009 academic year to 72.6%
passing English/language arts and 71.5% passing math.
BSU Office of Charter Schools
Adequate yearly progress does not account for the
migration of students moving in and out of individual
student cohorts, which is typical in charter schools. It
also provides a limited view of high schools as
accountability decisions are based on only one year of
growth and are highly dependent upon the starting points
of the school’s students. Nonetheless, especially for
elementary and middle schools, AYP does begin to put
some focus on improvement measures. It also helps
draw attention to the performance of individual subgroups
at those schools, rather than grade- or school-wide
averages. Appendix A summarizes the AYP results for
Ball State’s charter schools.
8
Accountability Report 2007-08
Public Law 221 – Indiana’s State Accountability Law (PL 221)
As is illustrated in Table 1, schools are placed in
performance categories based on both their current
passing rates and the improvement made by their nonmobile cohort of students. For example, a school with
63% of its students passing would be labeled as
“exemplary progress” if the current pass rate represents
an improvement of four percentage points or more when
averaged over three years, but would be labeled as only
“academic watch” if the current pass rate represents
improvement of less than two percentage points. No
school can be placed higher than “academic progress”
if it does not also meet AYP under federal accountability
expectations. In addition to the report within each school
summary, Appendix A indicates the category placements
for each of Ball State’s charter schools that opened prior
to 2007-2008.
Beginning with the 2005-2006 school year, the Indiana
Department of Education (IDOE) began publishing the
results of a new state accountability system. Under the
new law, schools must show progress on ISTEP+
passing rates for each “non-mobile” student cohort, those
students who attended the school for at least 70% of the
year (or 126 school days) and who have an ISTEP+ score
from the previous school year. Performance under this
new accountability system is judged by improvement, as
the passing rates must improve for the same set of
students as they progress from one grade level to
another. Although PL 221 designation applies to both Title
I and non-Title I schools, the consequences that follow a
lack of improvement do not apply to charter schools. PL
221 is useful for demonstrating an improvement or lack of
improvement among the students in the Ball State
University sponsored charter schools.
Table 1:
Public Law 221 Performance Categories
Current
Passing Rate
on ISTEP+
Passing Rate Improvement Average Over Three Years
> or = 90%
Exemplary School
> or = 80%
> or = 1%
> 1%
> or = 70%
> or = 3%
> or = 2%
> or = 1%
< 1%
> or = 60%
> or = 4%
> or = 3%
> or = 2%
< 2%
> or = 50%
> or = 5%
> or = 4%
> or = 3%
< 3%
< 0%
> or = 40%
> or = 6%
> or = 5%
> or = 4%
< 1%
< 1%
> or = 6%
> or = 5%
> or = 3%
< 3%
Commendable
Progress
Academic
Progress
Academic Watch
Academic Probation
(Priority)
(High Priority)
< 40%
Category
Placement:
Exemplary
Progress
Data Source: Indiana Department of Education
Northwest Evaluation Association (NWEA)
charter school in Indiana has administered the Measure
of Academic Progress (MAP) standardized test in the
fall and the spring. Growth rates are determined by
the change in scores from fall to spring. Target growth
rates are individualized, based on the average for
comparison students in the norm group who received
a similar score. The target rate for one student may not
be the same as the target rate for another. The
percentage of students meeting their target growth rate
for each school includes only those students present
for both the fall and spring testing. This is the first year
in which NWEA assessments are part of the
requirement for accountability reporting. This data
provides another snapshot of student performance that
is focused specifically on student growth. In addition
to a report within each school summary, Appendix A
contains a report of all schools’ NWEA performance.
The Northwest Evaluation Association, a non-profit
organization, has partnered with school corporations
and educational agencies across the nation to provide
comprehensive assessment since 1977. More than
2 million students in the United States participate in
NWEA assessments each year, providing an ample
body of reference data for achievement norms. With a
variety of support services, resource materials, and indepth trainings, NWEA is a leader in longitudinal
research for student achievement and growth and
school improvement.
In keeping with the NWEA mission to help all students
learn, the organization uses assessment data to provide
instructional tools for educators. Test results are made
available for immediate use, with detailed reports and
interpretation of student performance. Each Ball State
BSU Office of Charter Schools
9
Accountability Report 2007-08
BSU Office of Charter Schools
10
Accountability Report 2007-08
COMPREHENSIVE REVIEW of BSU Sponsored Charter Schools
Many of the BSU sponsored charter schools reported
herein were authorized prior to the major restructuring
that began in the summer of 2006 and, therefore, were
not required to meet the rigorous expectations that are
part of the current chartering process. Each school is
working toward meeting the high expectations set by the
Office of Charter Schools for improvement and compliance
with their individual charters. The BSU sponsored charter
schools share a common goal of providing an effective
educational environment for their students. As they work
toward achieving this goal, the Office of Charter Schools
fully expects that it will, likewise, achieve its goal of being
the sponsor of the highest percentage of charter schools
meeting AYP in the state of Indiana by 2012-2013.
NORTHERN REGION
CENTRAL REGION
Campagna Academy Charter School
Galileo Charter School
Charter School of the Dunes
Geist Montessori Academy
East Chicago Lighthouse Charter School
Indiana Math and Science Academy - Indy
East Chicago Urban Enterprise Academy
Imagine MASTer Academy
Gary Lighthouse Charter School
Irvington Community School
KIPP LEAD College Preparatory School
New Community School
Renaissance Academy
Options Charter School - Carmel
Thea Bowman Leadership Academy
Options Charter School - Noblesville
Veritas Academy
Timothy L. Johnson Academy
The BSU sponsored charter schools serve a wide variety
of populations spread across the state of Indiana. Some
of these schools serve students demographically similar to
those in their community and others serve students who
differ from those in the local schools. In considering the
performance of a school, the demographics of the students
it serves must be taken into account.
West Gary Lighthouse Charter School
SOUTHERN REGION
21st Century Charter School at Gary
Community Montessori
Rural Community Academy
BSU Office of Charter Schools
11
Accountability Report 2007-08
BSU Office of Charter Schools
12
Accountability Report 2007-08
NORTHERN REGION
“Restoring Hope and Building Dreams”
7403 Cline Avenue
Schererville, IN 46375
(219) 322-8614
www.campagnaacademy.org
Grades Served . . . . . . . . . . . . . . . . . . . . . . . .9-12
2007-2008 Enrollment. . . . . . . . . . . . . . . . .105
2006-2007 Enrollment. . . . . . . . . . . . . . . . . . .132
2005-2006 Enrollment . . . . . . . . . . . . . . . . . . .130
2004-2005 Enrollment . . . . . . . . . . . . . . . . . . . 70
2003-2004 Enrollment . . . . . . . . . . . . . . . . . . . .44
2002-2003 Enrollment . . . . . . . . . . . . . . . . . . . .13
Enrollment at capacity. . . . . . . . . . . . . . . . . . . .150
Year Opened: 2002-2003
Final Year in Current Contract: 2008-2009
Mission
Educational Program
The Campagna Academy Charter School (CACS) is an
“alternative school of choice” located in Schererville,
Indiana. The school provides partial-day, full-day, and
evening educational programs to serve grades 9-12.
Many students attending CACS have experienced
poor performance or attendance in high school. They
may choose to attend Campagna Academy for a
more structured educational environment and smaller
classes.
Campagna Academy Charter School offers
instruction in Core 40 curriculum classes taught by
qualified, Indiana State-licensed teachers.
Elective courses are offered to students to expand their
knowledge base. Advanced and remedial programs are
available through computer-assisted instruction and
independent study programs. Graduation
requirements include an independent project and either
school involvement or community service.
BSU Office of Charter Schools
13
Accountability Report 2007-08
Campagna Academy
Charter School
CAMPAGNA ACADEMY
CHARTER SCHOOL of BSU Charter Schools
CAMPAGNA ACADEMY CHARTER SCHOOL
of BSU Charter Schools
Demographic Summary
Campagna Academy Charter School serves youth at risk of not completing their high school education. It is an
identified Alternative Education school. The school is part of the Campagna Academy, a social work agency that
provides both residential and day treatment to youths in grades six to post-secondary. Many of the students at
CACS attend the school in response to adjudication; they may have been expelled or suspended from their home
schools; have difficulty with drug or alcohol dependence; be teen mothers who are responsible for their child/
children or who are pregnant; or they may be students who have fallen behind academically and see no hope of
graduating. The school’s population is fluid, with students moving in and out of the school as situations change.
The statistics reported for CACS below should be considered in a different light from those reported for a school
with a traditional student body.
Sixty-nine-and-a-half percent of CACS students are black. The school draws the largest majority of students from
Gary Community Schools whose population is 97.5% black compared to the state average of 12.2% black. Just
over 57% of CACS students are eligible for free or reduced cost lunches, compared with 68.6% of students in
Gary Community Schools and 39.2% in the state. In terms of students receiving special education services, the
state average is 17.8%. Gary Community Schools has 16.8%, while CACS has 27.6% of students receiving
services. Due to the state adopted graduation formula, the graduation rate is generally low.
Academic Progress
(Table Y-4). The students whose growth rates could be
measured for NWEA, performed consistently across all
subjects. The percent of students meeting the growth
targets ranged from 33-40%.
Academically, CACS students performed lower on the
ISTEP+ than students in the Gary Community Schools,
and the state average (see Table Y-2). Although there is
still room for performance improvement, Safe Harbor was
achieved which allowed CACS to make AYP during 2007
Constituent Survey
90% of the parents, and 76% of the staff rated the school
as much better/somewhat better (Figure Z-2). There was
a consistently high rating of the school from the board,
parents, and staff when they were asked how likely they
were to recommend, continue, and increase support of
their school (Figure Z-3).
Parents (n=50), staff (n=36), and board (n=8) responded to
the constituent survey. Seventy-six percent of the parents
and 65% of the staff reported that the overall quality
of education was excellent/very good. Fifty percent of
the board members rated the school as excellent/very
good (Figure Z-1). When comparing the overall quality
of education to that of other schools, 63% of the board,
Financial Review
corrected by Campagna Academy.
Financially, the school exceeded Ball State University
Office of Charter School’s expectations in the area of
Financial Viability Results. It completed its sixth year in a
financially healthy position. Revenue exceeded expenses,
resulting in a positive net income position. Expenses
appeared to be appropriate. The school completed the
year with a positive cash balance and a solid balance
sheet. Campagna is likely to maintain strong finances in
the future. State Board of Account auditors completed an
audit for the two years ending June 30, 2007. The audit
identified four issues. All issues have been addressed and
BSU Office of Charter Schools
The school met Ball State University Office of Charter
School’s expectations in the area of financial obligations
to Ball State University. Payments of all obligations were
made witin 30 days.
Campagna Academy maintained and submitted an
acceptable board-approved, five-year strategic plan
during the same school year.
14
Accountability Report 2007-08
CAMPAGNA ACADEMY CHARTER SCHOOL
of BSU Charter Schools
School Improvement
To improve student ISTEP+ performance, CACS has
taken the following steps:
To improve the perceptions of the school in response to
the results of the constituent survey, CACS has taken
the following actions:
• Presented the Indiana Standards in English 9 over three trimesters, instead of two.
• Presented the Indiana Standards in Algebra I over three trimesters, instead of two. • Presented the Indiana Standards in Biology I over three trimesters, instead of two.
• Shared ISTEP+ results with the staff to identify areas of concern and brainstorm possible strategies for invention.
NWEA data were used to improve student achievement
in the following ways:
• Dedicated one staff member to analyzing NWEA
information and reports and sharing data with the entire staff. • Reviewed NWEA results to identify problem areas in student performance and/or curricula.
• Arranged the special education teacher schedule to provide small group instruction to struggling
students.
• Made the decision to slow the pace of core classes to enable struggling learners to achieve mastery.
• Stengthened curriculum, changed faculty, and changed administration.
• Contacted parents more often through Parent/
Teacher conferences, letters home, and more
frequent phone calls.
• Added another computer lab of 20 computers.
• Involved the staff in more decisions concerning the school and the students.
• Worked more closely with the School Council, giving more frequent and more detailed information.
• Met with local referral agencies that send students to CACS, explaining school services in greater detail.
• Made education the focal point instead of constantly dealing with behavior problems. Held students more accountable for their poor behavior.
• Emphasized the importance of doing well on ISTEP+, NWEA and TABE.
• Offered more fun activities for students.
• Started a Student Council and a club for girls.
To address deficiencies that might affect AYP status for
the 2008-2009 school year, CACS has taken the following
actions:
• Worked with the Lake County Court system to
suspend hearings during ISTEP+ to ensure
participation by our students.
• Rewarded students who traditionally miss ISTEP+ with a pizza party.
• Tested GQE retest students in small group settings in private classrooms.
• Offered breakfast, snacks and beverages to students on ISTEP+ test days.
• Provided transportation during ISTEP+ to all students who needed it, to ensure their presence during the test.
• Called parents about attendance, non-participation in class, and other academic issues.
• Developed a curriculum based on the Indiana Academic Standards.
BSU Office of Charter Schools
15
Accountability Report 2007-08
CAMPAGNA ACADEMY CHARTER SCHOOL
of BSU Charter Schools
Student Demographics
Figure X-1:
Race/Ethnicity Percentages: 2007-2008
Data Source: Indiana Department Of Education
Figure X-2:
Percentages of Students Qualifying for Free & Reduced Lunch: 2007-2008
Data Source: Indiana Department Of Education
Figure X-3:
Percentages of Students in Special Education: 2007-2008
Data Source: Indiana Department Of Education
BSU Office of Charter Schools
16
Accountability Report 2007-08
CAMPAGNA ACADEMY CHARTER SCHOOL
of BSU Charter Schools
Program Statistics
Table Y-1:
Attendance Rates
Academic
Year
Campagna Academy
Charter School
Gary Community Schools
Indiana
2007-08
97.8%
96.1%
96%
Data Source: Indiana Department Of Education
Table Y-2:
Percentages Passing ISTEP+
ENGLISH/LA
Campagna
Academy
Grade # Tested
Table Y-3:
MATH
Gary Indiana
Campagna
Academy
BOTH ENGLISH & MATH
Gary Indiana
Campagna
Academy
Gary Indiana
9
43
16%
28%
67%
21%
25%
70%
12%
17%
60%
10
22
27%
32%
68%
9%
24%
67%
9%
19%
59%
PL 221
ACADEMIC PROBATION
Performance: 29.6%
Table Y-4:
Improvement: 0.9%
Adequate Yearly Progress
GRADUATION: YES
OVERALL DETERMINATION: YES
PERFORMANCE
All Students
PARTICIPATION
English
Math
English
Math
Yes
Yes
Yes
Yes
Data Source: Indiana Department Of Education
Table Y-5:
NWEA Percent Meeting Target Growth Rate
READING
LANGUAGE ARTS
MATH
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
59
33.9%
58
39.7%
60
40%
Data Source: NWEA
BSU Office of Charter Schools
17
Accountability Report 2007-08
CAMPAGNA ACADEMY CHARTER SCHOOL
of BSU Charter Schools
Constituent Surveys
Figure Z-1
How would you rate the overall quality of education?
Figure Z-2:
How would you compare the overall quality of education to that of other schools?
Figure Z-3:
How likely are you to...Recommend the School/Continue at the School/Increase Support to
your School?
*Totals Include Extremely and Very Likely Responses
BSU Office of Charter Schools
18
Accountability Report 2007-08
BSU Office of Charter Schools
19
Accountability Report 2007-08
BSU Office of Charter Schools
20
Accountability Report 2007-08
CHARTER SCHOOL
OF THE DUNES of BSU Charter Schools
“A Tuition FREE Public School”
860 N. Lake Street
Gary, IN 46403
(219) 939-9690
Grades Served . . . . . . . . . . . . . . . . . . . . . . . .K-8
2007-2008 Enrollment . . . . . . . . . . . . . . . . .437
2006-2007 Enrollment . . . . . . . . . . . . . . . . . . .490
2005-2006 Enrollment . . . . . . . . . . . . . . . . . . . 514
2004-2005 Enrollment . . . . . . . . . . . . . . . . . . . .442
2003-2004 Enrollment . . . . . . . . . . . . . . . . . . . .436
Enrollment at capacity. . . . . . . . . . . . . . . . . . . .500
Year Opened: 2003-2004
Final Year in Current Contract: 2009-2010
Mission
Educational Program
The school’s mission is to inspire success through an
innovative curriculum, while cultivating
environmental stewardship and setting high standards
for student achievement through family and community
involvement.
Many opportunities are extended to students beyond the
basic classroom curriculum. CSOD offers technology,
music, and physical education classes, along with
academic acceleration blocks for every student in
kindergarten through eighth grade. Students have the
opportunity to participate in Spell Bowl competitions,
Math Bowl, 21st Century Scholars, National Junior Honor
Society, basketball, cheerleading, volleyball, cross
country, choir, and “Just Say No” programs.
BSU Office of Charter Schools
21
Accountability Report 2007-08
Charter School
of the Dunes
www.csotd.org
CHARTER SCHOOL OF THE DUNES
of BSU Charter Schools
Demographic Summary
Charter School of the Dunes has a mobility rate of 10.2%, which is higher than the state average of 3.9%.
Nearly ninety percent of the school population at Charter School of the Dunes is black, 5.5% is designated
multiracial, 3.2% is white, and 1.4% is Hispanic. In addition, nearly two-thirds of the students receive free or
reduced cost lunches. Students may receive services through Special Education and Title 1 programming.
Academic Progress
year in a row (Table Y-4). Although continuing to show
improvement in percent passing ISTEP+, the P.L. 221 rating was in the Academic Watch range. Math (45.7%) was
targeted during the last year as an area of improvement.
NWEA growth target rates ranged from 45.7% - 55%.
The percentage of students passing ISTEP+ (see Table
Y-2) varies across grades at Charter School of the Dunes,
with particular problems in grade eight, where only 25%
passed either math or English/LA. Highest percentages
are found at the third- and fourth-grade levels. Charter
School of the Dunes did not meet AYP for the fourth
Constituent Survey
asked how likely they were to recommend, continue, and
increase support of their school, 64% of parents would
recommend, 81% would continue, and 77% would
increase support. Overall, the staff’s rating ranged from
31% - 36% in all three categories (Figure Z-3).
Parents (n=34), staff (n=13), and board (n=2*) responded
to the constituent survey. Fifty-six percent of parents
rated the overall quality of education in the school as
excellent/very good, with 23% of staff concurring (Figure
Z-1). Seventy-six percent of parents and 25% of staff felt
the school merited a rating as much better/somewhat
better when it came to comparing the overall quality of
education to that of other schools (Figure Z-2). When
*Base size was not large enough to report.
Financial Review
and therefore did not meet the financial expectations.
Financially, the school approached Ball State University
Office of Charter School’s expectations in the area of
Financial Viability Results. It completed its fifth year in a
financially healthy position. The school had a balanced
budget and has a positive equity position with a strong
balance sheet. Expenses appeared to be appropriate.
The school completed the year with a positive cash
balance. Charter School of the Dunes is likely to maintain
strong finances in the future. The school did not complete
the required independent audit/review during 2007-2008,
BSU Office of Charter Schools
The school did not meet Ball State University Office of
Charter School’s expectations in the area of financial
obligations to Ball State University. Payment of
obligations exceeded 60 days at times.
Charter School of the Dunes maintained and submitted
an acceptable board-approved, five-year strategic plan
during the school year.
22
Accountability Report 2007-08
CHARTER SCHOOL OF THE DUNES
of BSU Charter Schools
School Improvement
To improve student ISTEP+ performance, Charter
School of the Dunes has taken the following steps:
To address deficiencies that may positively impact AYP
status for 2008-2009, Charter School of the Dunes has
taken the following action:
• Analyzed data to determine weakness in curriculum and instructional programming.
• Reviewed student benchmarks to make instructional adjustments.
• Hired two instructional coaches to improve the
quality of instruction and implementation of best
practices.
• Aligned all curricula to Indiana State Standards.
• Scheduled 24 professional development days to
assist teachers in training for curriculum alignment, writing across the curriculum, and classroom
instruction and management.
• Adopted a strict attendance policy by the board of directors, allowing students to gain the most from their educational opportunity at the Charter School of the Dunes.
To improve the perceptions of their school in response
to the results of the constituent survey, Charter School
of the Dunes has taken the following actions:
• Hired a marketing director and local publicity agent.
• Held parent celebrations to observe student
performance.
NWEA data were used to improve student achievement
in the following ways:
• Determined student academic gains.
• Utilized NWEA data to predict ISTEP+ success.
• Incorporated data walls to track the success of
students and highlight growth gains.
• Placed students in acceleration groups to enhance ELA and math learning at all levels.
BSU Office of Charter Schools
23
Accountability Report 2007-08
CHARTER SCHOOL OF THE DUNES
of BSU Charter Schools
Student Demographics
Figure X-1:
Race/Ethnicity Percentages: 2007-2008
Figure X-2:
Percentages of Students Qualifying for Free & Reduced Lunch: 2007-2008
Figure X-3:
Percentages of Students in Special Education: 2007-2008
Data Source: Indiana Department Of Education
BSU Office of Charter Schools
24
Accountability Report 2007-08
CHARTER SCHOOL OF THE DUNES
of BSU Charter Schools
Program Statistics
Table Y-1:
Table Y-2:
Attendance Rates
Academic
Year
Charter School
of the Dunes
Gary Community Schools
Indiana
2007-08
97%
96.1%
96%
Percentages Passing ISTEP+
ENGLISH/LA
CS of
the Dunes
Grade # Tested
Table Y-3:
MATH
Gary Indiana
CS of
the Dunes
BOTH ENGLISH & MATH
Gary Indiana
CS of
the Dunes
Gary Indiana
3
39
51%
65%
76%
54%
62%
71%
41%
51%
64%
4
54
48%
60%
75%
41%
60%
76%
32%
50%
67%
5
40
38%
60%
76%
30%
64%
78%
30%
52%
68%
6
29
45%
52%
73%
31%
66%
81%
24%
46%
68%
7
49
37%
40%
71%
45%
46%
80%
27%
31%
66%
8
52
25%
37%
70%
25%
31%
75%
14%
22%
64%
PL 221
ACADEMIC WATCH
Performance: 37.4%
Table Y-4:
Improvement: 3.5%
Adequate Yearly Progress
ATTENDANCE: YES
OVERALL DETERMINATION: NO
PERFORMANCE
PARTICIPATION
English
Math
English
Math
All Students
No
No
Yes
Yes
Black
No
No
Yes
Yes
Free/Reduced
Lunch
No
No
Yes
Yes
Data Source: Indiana Department Of Education
Table Y-5:
NWEA Percent Meeting Target Growth Rate
READING
LANGUAGE ARTS
MATH
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
249
55%
252
50.8%
258
45.7%
Data Source: NWEA
BSU Office of Charter Schools
25
Accountability Report 2007-08
CHARTER SCHOOL OF THE DUNES
of BSU Charter Schools
Constituent Surveys
Figure Z-1:
How would you rate the overall quality of education?
Figure Z-2:
How would you compare the overall quality of education oto that of other schools?
Figure Z-3:
How likely are you to...Recommend the School/Continue at the School/Increase Support to
your School?
*Totals include Extremely and Very Likely Responses
BSU Office of Charter Schools
26
Accountability Report 2007-08
BSU Office of Charter Schools
27
Accountability Report 2007-08
BSU Office of Charter Schools
28
Accountability Report 2007-08
EAST CHICAGO LIGHTHOUSE
CHARTER SCHOOL of BSU Charter Schools
“Preparing students for college with a rigorous arts-infused program.”
3916 Pulaski
East Chicago, IN 46312
(219) 977-9713
www.lighthouse-academies.org
Grades Served . . . . . . . . . . . . . . . . . . . . . . . .K-5
2007-2008 Enrollment . . . . . . . . . . . . . . . . . . .204
2006-2007 Enrollment . . . . . . . . . . . . . . . . . . .115
Enrollment at capacity . . . . . . . . . . . . . . . . . . .215
Year Opened: 2006-2007
Final Year in Current Contract: 2012-2013
East Chicago Lighthouse
Charter School
Mission
Educational Program
Students at East Chicago Lighthouse Charter School will
acquire the knowledge, skills, values and attributes to be
responsible citizens and effective workers. Students will
realize this mission through a curriculum that infuses fine
and performing arts into a rigorous core of content.
East Chicago Lighthouse Charter School offers students
an arts-infused education program that includes
disciplines such as painting, performance, and computerassisted design. The scope and sequence of each grade
level will reflect the Core Knowledge Sequence, Indiana’s
Academic Standards, and the Lighthouse Exit Standards.
Underlying this engaging pedagogy will be a solid base in
key skills. A variety of programs that have been tested by
careful research will be used to support mastery of a rich
body of standards.
BSU Office of Charter Schools
29
Accountability Report 2007-08
EAST CHICAGO LIGHTHOUSE CHARTER SCHOOL
of BSU Charter Schools
Demographic Summary
East Chicago Lighthouse Charter School serves grades K-5 in the Gary Community Schools area. The student
population is almost entirely black (63.2%) and Hispanic (32.4%), with a higher percentage of Hispanic students
than the average in Gary Community Schools. East Chicago Lighthouse’s minority population is different from the
average in the state of Indiana. More than 81% of East Chicago Lighthouse’s students receive free or reduced
cost lunches, representing more than the average in Gary Community Schools or in Indiana. With only 9.1% of
students receiving special education services at East Chicago Lighthouse (Figure X-3), both Gary and the state as
a whole serve a higher percentage of students in special education.
Academic Progress
did not meet AYP during 2007, the rate of improvement
for P.L.221 status is 18.5%. This earned East Chicago
Lighthouse a category placement of Commendable. Students also performed well against NWEA growth targets
with 62.6% - 66.7% of students meeting targets in all
areas.
There was noticeable improvement in the percent passing
ISTEP+ during this second year of operation (Table Y-2).
Third-grade performance is lower than the fourth- and
fifth-grade performance. There is still a wide gap between
the students at East Chicago Lighthouse and the
average across the state of Indiana. Although the school
Constituent Survey
to recommend, continue, and increase support of the
school, the staff responded that 60% would recommend,
86% would continue, and 80% would increase support
(Figure Z-3).
Parents (n=6*), staff (n=15), and board (n=1*) responded
to the Constituent Survey. Seventy-three percent of the
staff reported the overall quality of education in the school
was excellent/very good, while 93% rated the school as
much better/somewhat better when it came to comparing
the overall quality of education to that of other schools
(Figures Z-1 and Z-2). When asked how likely they were
*Base size was not large enough to report.
Financial Review
The school approached Ball State University Office of
Charter School’s expectations in the area of financial
obligations to Ball State University. Payment of
obligations exceeded 30 days at times.
Financially, the school exceeded Ball State University
Office of Charter School’s expectations in the area of
Financial Viability Results. It completed its second year
in a financially acceptable position. Per the plan, the
school’s expenses exceeded revenues. Expenses
appeared to be appropriate. The school completed the
year with a positive cash balance. It is anticipated the
school will maintain strong finances in the future. State
Board of Account auditors completed an audit for the year
ending June 30, 2007. The audit identified eight issues. All
issues were addressed by East Chicago Lighthouse.
BSU Office of Charter Schools
East Chicago Lighthouse maintained and submitted an
acceptable board-approved, five-year strategic plan
during the school year.
30
Accountability Report 2007-08
EAST CHICAGO LIGHTHOUSE CHARTER SCHOOL
of BSU Charter Schools
School Improvement
To improve student ISTEP+ performance, East Chicago
Lighthouse Charter School has taken the following
steps:
To improve the perceptions of the school in response
to the results of the constituent survey, East Chicago
Lighthouse Charter School has taken the following
actions:
• Reviewed extended response scores to determine how to improve student results.
• Reviewed incorrect items to identify standards
students had not mastered.
• Examined subgroup scores to determine trends in achievement
• Conducted a gap analysis, comparing reading and math curriculum scope and sequence with state standards.
• Created an assessment and instructional plan to
address the gaps.
• Hired a science teacher and established a science fair to reinforce students’ application of scientific methods.
• Created a school improvement plan, culture of achievement plan, and yearlong professional
development plan focused on reading
comprehension, math problem solving, and writing skills.
• Conducted a survey to determine parental interest in workshops.
• Maintained the school culture in the new location.
• Communicated student progress to parents regularly.
NWEA data were used to improve student achievement
in the following ways:
• Grouped students for targeted intervention services and small-group instruction.
• Created sections of upper-level math (seventh grade).
• Increased the amount of non-fiction books read and strategies taught.
• Purchased leveled library for guided reading groups, based on RIT scores.
• Provided professional development on reading
instruction.
To address deficiencies that might affect AYP status for
2008-2009, East Chicago Lighthouse Charter School has
taken the following actions:
• Wrote and implemented a clear and strict attendance policy, taking appropriate action after every absence.
• Focused on standards-driven instruction by creating monthly syllabi and indicator assessments.
• Trained teachers on problem-solving strategies.
• Taught writing skills daily.
• Assessed student writing three times a year on the ISTEP rubric.
• Monitored reading levels between NWEA
testing through miscue analysis and Lexile leveled testing through SRI.
• Offered intervention services through ESL, reading, math small groups, and push-in services with
additional adult support.
BSU Office of Charter Schools
31
Accountability Report 2007-08
EAST CHICAGO LIGHTHOUSE CHARTER SCHOOL
of BSU Charter Schools
Student Demographics
Figure X-1:
Race/Ethnicity Percentages: 2007-2008
Figure X-2:
Percentages of Students Qualifying for Free & Reduced Lunch: 2007-2008
Figure X-3:
Percentages of Students in Special Education: 2007-2008
Data Source: Indiana Department Of Education
BSU Office of Charter Schools
32
Accountability Report 2007-08
EAST CHICAGO LIGHTHOUSE CHARTER SCHOOL
of BSU Charter Schools
Program Statistics
Table Y-1:
Table Y-2:
Attendance Rates
Academic
Year
East Chicago Lighthouse
Charter School
Gary Community Schools
Indiana
2007-08
91.3%
96.1%
96%
Percentages Passing ISTEP+
ENGLISH/LA
Grade # Tested
Table Y-3:
East Chicago
Lighthouse
MATH
Gary Indiana
East Chicago
Lighthouse
BOTH ENGLISH & MATH
Gary Indiana
East Chicago
Lighthouse
Gary Indiana
3
29
21%
66%
76%
24%
55%
71%
17%
47%
64%
4
26
54%
57%
75%
54%
62%
76%
39%
47%
67%
5
22
41%
61%
76%
59%
64%
78%
36%
50%
68%
PL 221
COMMENDABLE
Performance: 26.1%
Table Y-4:
Improvement: 18.5%
Adequate Yearly Progress
ATTENDANCE: NO
OVERALL DETERMINATION: NO
PERFORMANCE
PARTICIPATION
English
Math
English
Math
All Students
No
No
Yes
Yes
Free/Reduced
Lunch
No
No
Yes
Yes
Data Source: Indiana Department Of Education
Table Y-5:
NWEA Percent Meeting Target Growth Rate
READING
LANGUAGE ARTS
MATH
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
163
62.6%
96
66.7%
164
66.5%
Data Source: NWEA
BSU Office of Charter Schools
33
Accountability Report 2007-08
EAST CHICAGO LIGHTHOUSE CHARTER SCHOOL
of BSU Charter Schools
Constituent Surveys
Figure Z-1:
How would you rate the overall quality of education?
Figure Z-2:
How would you compare the overall quality of education to that of other schools?
Figure Z-3:
How likely are you to...Recommend the School/Continue at the School/Increase Support to
your School?
*Totals Include Extremely and Very Likely Responses
BSU Office of Charter Schools
34
Accountability Report 2007-08
BSU Office of Charter Schools
35
Accountability Report 2007-08
BSU Office of Charter Schools
36
Accountability Report 2007-08
EAST CHICAGO URBAN
ENTERPRISE ACADEMY of BSU Charter Schools
“A Different Kind of Public School”
1402 E. Chicago Avenue
East Chicago, IN 46312
(219) 392-3650
www.ecueacademy.org
Grades Served . . . . . . . . . . . . . . . . . . . . . . . .K-6
2007-2008 Enrollment . . . . . . . . . . . . . . . . . . .331
2006-2007 Enrollment . . . . . . . . . . . . . . . . . . .284
2005-2006 Enrollment . . . . . . . . . . . . . . . . . . .205
Enrollment at Capacity . . . . . . . . . . . . . . . . . . .344
Year Opened: 2006-2007
Final Year in Current Contract: 2012-2013
Educational Program
To create a K-8 school that offers a rigorous academic
program, provides a safe and supportive environment for
learning, and encourages the involvement of its families
and the community.
East Chicago Urban Enterprise Academy utilizes Core
Knowledge curriculum as the instructional foundation based
on Indiana Standards. SRA Open Court Reading, and Saxon
Math are used as the base curriculum. This curriculum has
been used with success by American Quality Schools, the
not-for-profit EMO, partnered with East Chicago Urban
Enterprise for student success. Character education is an
additional portion of the school curriculum. The Academy
recognizes that the ethical and moral development of
students is a critical and essential part of each child’s
education. Character education will not be taught as a
separate class in the early grades, but will permeate the
classrooms and affect the entire school culture.
BSU Office of Charter Schools
37
Accountability Report 2007-08
East Chicago Urban
Enterprise Academy
Mission
EAST CHICAGO URBAN ENTERPRISE ACADEMY
of BSU Charter Schools
Demographic Summary
East Chicago Urban Enterprise Academy (ECUEA) serves a primarily minority population in grades K-5 (ultimately
K-8) in the East Chicago area. ECUEA’s 63% Black and 32% Hispanic differs from the population of the
community schools (Figure X-1), the School City of East Chicago district, which has approximately half Black and
half Hispanic students. It is quite different than the average in the state, which is primarily White. Similar percentages of students of both ECUEA (86.1%) and the School City of East Chicago district (90.2%) received free and
reduced cost lunches, substantially higher than the state average (37.5% ; Figure X-2). ECUEA serves very few
students identified with a need for special education services compared to the nearby schools (Figure D-3).
Academic Progress
in the areas of reading and language arts. However, only
29.8% of students met math targets. Scores would indicate an inconsistency between math
achievement on ISTEP and students meeting their NWEA
math target.
ECUEA’s ISTEP+ percent passing rate for third and fourth
grades exceeds that of other schools in the area (Table
Y-2). Performance and participation in ISTEP+ resulted in
a passing AYP determination and an Exemplary Progress
in P.L. 221 (Table Y-3). The percent of students meeting
NWEA growth targets improved over the previous year
Constituent Survey
overall quality of education to that of other schools (Figure
Z-2). A high rating of parents and staff (90%), said they
were likely to recommend, continue, and increase support
of their school (Figure Z-3).
Parents (n=131), staff (n=20), and board (n=1*) responded
to the Constituent Survey. More than 90% of the parents
(92%) and staff (95%) reported that the overall quality of
education was excellent/very good (Figure Z-1). Ninetythree percent of parents and 85% of staff rated the school
as much better/somewhat better when comparing the
*Base size was not large enough to report.
Financial Review
The school met Ball State University Office of Charter
School’s expectations in the area of financial obligations
to Ball State University. Payments of all obligations were
made within 30 days.
Financially, the school exceeded Ball State University
Office of Charter School’s expectations in the area of
Financial Viability Results. It completed its third year in a
financially healthy position. Revenue exceeded expenses,
resulting in a positive net income position. Expenses
appeared to be appropriate. The school completed the
year with a positive cash balance and a solid balance
sheet. East Chicago Urban Enterprise Academy is likely
to maintain strong finances in the future. An independent
audit was completed for the two years ending June 30,
2007. The audit identified no issues.
BSU Office of Charter Schools
East Chicago Urban Enterprise Academy maintained and
submitted an acceptable board-approved, five-year
strategic plan during the school year.
38
Accountability Report 2007-08
EAST CHICAGO URBAN ENTERPRISE ACADEMY
of BSU Charter Schools
School Improvement
The following are strategies and applications employed
to improve student achievement based upon ISTEP
data:
To improve the perceptions of their school in response
to the results of the constituent survey, ECUEA has
taken the following actions:
• Revised Core Knowledge Curriculum and Indiana standard alignment, accomplished by team leaders and teachers at each grade level
• Focused on the following areas for improvement:
Reading
• Employed ongoing small-group instruction.
• Implemented Scholastic Leveled Readers into
the reading curriculum.
• Utilized Direct Instruction for lower performing students.
Language Arts/Writing
• Created scopes and sequences for grades 1-7.
• Created a writing schedule for grades 1-7.
• Conducted monthly and quarterly formal writing assessments.
Science
• Conducted an annual Science Fair.
• Provided Foss Science Kits for teachers as supplemental materials to improve science instruction.
• Created scopes and sequences for grade K-7.
• Mission Concerns:
• Created and implemented a school pledge.
• Posted the school pledge and school mission throughout the school.
• Placed the mission statement on all outgoing
ccmmunications to parents.
• Administration Concerns:
• Developed a more active relationship through a Parents In Action Committee.
• Ensured that the administrative team is more visible during arrival and dismissal to greet parents and students.
• Adopted an open door policy regarding staff,
student, and parent issues and concerns.
• Invited students, parents, teachers, and the
administrative team to monthly student recognition breakfasts.
• Initiated an annual evaluation of the administrative team by teachers.
• Facilities Concerns:
• Provided individual classrooms to all teachers, due to the expansion.
• Parent Involvement Concerns:
• Implemented Parents Perfect Ten to promote
parent involvement throughout the year.
NWEA data were used to improve student achievement
in the following ways:
• Sent team leaders and teachers to NWEA training workshops
• Provided all staff professional development on NWEA.
• Established school-wide incentives for students who pass NWEA.
• Set school-wide NWEA goals for students.
• Created “instructional ladders” for each RIT range.
• Used DesCartes framework to help guide instruction.
To address deficiencies that might affect AYP status
for the 2008-2009 school year, ECUEA has taken the
following actions:
• Implemented parent contact by a social worker after three consecutive days of absence.
• Ensured special education students’ participation in ISTEP+ testing.
BSU Office of Charter Schools
39
Accountability Report 2007-08
EAST CHICAGO URBAN ENTERPRISE ACADEMY
of BSU Charter Schools
Student Demographics
Figure X-1:
Race/Ethnicity Percentages: 2007-2008
Figure X-2:
Percentages of Students Qualifying for Free & Reduced Lunch: 2007-2008
Figure X-3:
Percentages of Students in Special Education: 2007-2008
Data Source: Indiana Department Of Education
BSU Office of Charter Schools
40
Accountability Report 2007-08
EAST CHICAGO URBAN ENTERPRISE ACADEMY
of BSU Charter Schools
Program Statistics
Table Y-1:
Table Y-2:
Attendance Rates
Academic
Year
East Chicago Urban
Enterprise Academy
School City of East Chicago
Indiana
2007-08
95.3%
94.4%
96%
Percentages Passing ISTEP+
ENGLISH/LA
Table Y-3:
East Chicago
Urban Enter.
BOTH ENGLISH & MATH
3
49
67%
Sch. Indiana
City
66% 76%
82%
Sch. Indiana
City
55% 71%
65%
Sch. Indiana
City
47% 64%
4
47
66%
57%
75%
79%
62%
76%
60%
47%
67%
5
48
63%
61%
76%
71%
64%
78%
48%
50%
68%
6
48
52%
60%
73%
72%
71%
81%
46%
55%
68%
Grade # Tested
East Chicago
Urban Enter.
MATH
East Chicago
Urban Enter.
PL 221
EXEMPLARY
Performance: 67%
Table Y-4:
Improvement: 7.5%
Adequate Yearly Progress
ATTENDANCE: YES
OVERALL DETERMINATION: YES
PERFORMANCE
PARTICIPATION
English
Math
English
Math
All Students
Yes
Yes
Yes
Yes
Black
Yes
Yes
Yes
Yes
Hispanic
Yes
Yes
Yes
Yes
Free/Reduced
Lunch
Yes
Yes
Yes
Yes
Data Source: Indiana Department Of Education
Table Y-5:
NWEA Percent Meeting Target Growth Rate
READING
LANGUAGE ARTS
MATH
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
212
41.5%
213
40.8%
218
29.8%
Data Source: NWEA
BSU Office of Charter Schools
41
Accountability Report 2007-08
EAST CHICAGO URBAN ENTERPRISE ACADEMY
of BSU Charter Schools
Constituent Surveys
Figure Z-1:
How would you rate the overall quality of education?
Figure Z-2:
How would you compare the overall quality of education to that of other schools?
Figure Z-3:
How likely are you to...Recommend the School/Continue at the School/Increase Support to
your School?
*Totals Include Extremely and Very Likely Responses
BSU Office of Charter Schools
42
Accountability Report 2007-08
BSU Office of Charter Schools
43
Accountability Report 2007-08
BSU Office of Charter Schools
44
Accountability Report 2007-08
GARY LIGHTHOUSE
CHARTER SCHOOLS of BSU Charter Schools
“We prepare students for college with a rigorous arts-infused program.”
Gary Lower Academy
Grades: K - 4
1775 W. 41st Avenue
Gary, IN 46408
(219) 882-2407
Gary Upper Academy
Grades: 5 - 8
3201 Pierce Street
Gary, IN 46404
(219) 880-1762
www.lighthouse-academies.org
Grades Served . . . . . . . . . . . . . . . . . . . . . . . .K-7
2007-2008 Enrollment . . . . . . . . . . . . . . . . . . .553
2006-2007 Enrollment . . . . . . . . . . . . . . . . . . .516
2005-2006 Enrollment . . . . . . . . . . . . . . . . . . .376
Enrollment at Capacity . . . . . . . . . . .. . . . . . . .560
Year Opened: 2005-2006
Final Year in Current Contract: 2011-2012
Mission
Educational Program
The purpose of Gary Lighthouse Charter School is to
prepare students for college through a rigorous artsinfused curriculum. To accomplish this, students will
be expected to master all appropriate standards and
understand all sequenced content each year. Overall,
Gary Lighthouse Charter School is committed to seeing
every student succeed, and the school and instruction are
designed to reflect that commitment.
Gary Lighthouse Charter School will offer students an
arts-infused education program that includes disciplines
such as painting, performance, and computer-assisted
design. The scope and sequence of each grade level will
reflect Indiana’s Academic Standards and the Lighthouse
Exit Standards as indicated in the Lighthouse Instructional
Pacing Guides. Underlying this engaging pedagogy will
be a solid base in key skills. A variety of programs that
have been tested by careful research will be used to
master a rich body of standards.
Gary Lighthouse
Charter Schools
BSU Office of Charter Schools
45
Accountability Report 2007-08
GARY LIGHTHOUSE CHARTER SCHOOLS
of BSU Charter Schools
Demographic Summary
Gary Lighthouse Charter School serves a nearly all-black population similar to the local Gary Community Schools.
Both Gary Lighthouse and the Gary Community Schools have a much higher percentage of economically
disadvantaged students than the average in the state of Indiana. Gary Lighthouse does not serve a large special
education population, with only 6% of its students receiving special education services.
Academic Progress
AYP was not met. Gary Lighthouse did, however, achieve
a 10.6% improvement in overall percent passing, which
earned a category placement of Academic Progress.
NWEA growth targets ranged from 53.8% - 68% with
higher percentages in the areas of reading and math.
ISTEP+ percent passing rates at Gary Lighthouse are
lower than those at the Gary Community Schools in all
subtests and all grades except grade seven (Table Y-2).
The highest percent passing is found in the seventh-grade
math performance. Students are also well below the state
average in all cases. Because of this weak performance,
Constituent Survey
*The base size was not enough from parents, staff, and
board members to report. It was an insufficient survey
from the school.
Financial Review
The school met Ball State University Office of Charter
School’s expectations in the area of financial obligations
to Ball State University. Payments of all obligations were
made within 30 days.
Financially, the school exceeded Ball State University
Office of Charter School’s expectations in the area of
Financial Viability Results. It completed its third year in a
financially healthy position. Revenue exceeded expenses.
Expenses appeared to be appropriate. The school
completed the year with a positive cash balance and a
solid balance sheet. Gary Lighthouse Charter School is
likely to maintain strong finances in the future. An
independent agreed-upon procedures review was
completed in November, 2007. The review identified no
issues.
BSU Office of Charter Schools
Gary Lighthouse Charter School maintained and
submitted an acceptable board-approved, five-year
strategic plan during the school year.
46
Accountability Report 2007-08
GARY LIGHTHOUSE CHARTER SCHOOLS
of BSU Charter Schools
School Improvement
To improve student ISTEP+ performance, Gary Lighthouse Charter School has taken the following steps:
To address deficiencies that might affect AYP status for
2008-2009, Gary Lighthouse Charter School has taken
the following actions:
• Analyzed ISTEP format.
• Used NWEA data to predict ISTEP success.
• Identified gaps in skill development through NWEA data.
• Administered weekly benchmark assessment
accessed through the IDOE Web site.
• Addressed areas of weakness in math problem
solving, writing, and comprehension of informational text.
• Prepared for ISTEP through summer school and Jumpstart programs.
• Centered professional development on ISTEP and NWEA alignment.
• Implemented an attendance incentive program.
• Monitored attendance.
• Held incentive days (spirit weeks, special activities) during typical low-attendance periods.
• Attained a 95% attendance rate.
To improve the perceptions of their school in response
to the results of the constituent survey, Gary Lighthouse
Charter School has taken the following actions:
NWEA data were used to improve student achievement
in the following ways:
• Aligned NWEA subsets with ISTEP.
• Established benchmark goals.
• Analyzed and predicted performance for 2007 ISTEP using NWEA Dynamic Reporting Suite.
• Planned for development of curriculum ladders
intended to intensify the differentiation.
• Created data ladders for each classroom and for each NWEA subset to form instructional groups.
• Identified students to receive additional help from Title-I math and reading specialists.
• Shared student-set quarterly academic goals at parent-teacher conferences.
• Revised the handbook of expectations to more clearly communicate standards to parents.
• Instituted monthly parent meetings and workshops to assist parents in helping their students academically.
• Conducted frequent formal/informal surveys to keep abreast of the needs of parents.
• Hosted parent orientation meetings to introduce the new principal and staff.
• Formed a local parent board at the school level.
• Surveyed parents quarterly.
• Hosted parent focus group dinners to solicit parent feedback and encourage networking.
• Involved staff members to explain procedures and expectations of the school to parents.
To improve student achievement the school
implemented the following ongoing processes:
• Improved and further developed the curriculum.
• Provided professional development for faculty,
focused on intervention strategies.
• Developed a system for classroom/student
assessment revisions (quarterly, semester, trimester, annual).
• Developed Individual Educational Plans (IEP’s).
BSU Office of Charter Schools
47
Accountability Report 2007-08
GARY LIGHTHOUSE CHARTER SCHOOLS
of BSU Charter Schools
Student Demographics
Figure X-1:
Race/Ethnicity Percentages: 2007-2008
Figure X-2:
Percentages of Students Qualifying for Free & Reduced Lunch: 2007-2008
Figure X-3:
Percentages of Students in Special Education: 2007-2008
Data Source: Indiana Department Of Education
BSU Office of Charter Schools
48
Accountability Report 2007-08
GARY LIGHTHOUSE CHARTER SCHOOLS
of BSU Charter Schools
Program Statistics
Table Y-1:
Table Y-2:
Attendance Rates
Academic
Year
Gary Lighthouse
Charter School
Gary Community Schools
Indiana
2007-08
95.2%
96.1%
96%
Percentages Passing ISTEP+
ENGLISH/LA
Grade # Tested
Table Y-3:
Gary
Lighthouse
MATH
Gary Indiana
Gary
Lighthouse
BOTH ENGLISH & MATH
Gary Indiana
Gary
Lighthouse
Gary Indiana
3
101
39%
65%
76%
23%
62%
71%
18%
51%
64%
4
49
41%
60%
75%
37%
60%
76%
31%
50%
67%
5
70
50%
60%
76%
53%
64%
78%
40%
52%
68%
6
49
29%
52%
73%
43%
66%
81%
27%
46%
68%
7
49
47%
40%
71%
59%
46%
80%
39%
31%
66%
PL 221
ACADEMIC PROGRESS
Performance: 44%
Table Y-4:
Improvement: 10.6%
Adequate Yearly Progress
OVERALL DETERMINATION: NO
ATTENDANCE: NO
PERFORMANCE
PARTICIPATION
English
Math
English
Math
All Students
No
No
Yes
Yes
Black
No
No
Yes
Yes
Free/Reduced
Lunch
No
No
Yes
Yes
Data Source: Indiana Department Of Education
Table Y-5:
NWEA Percent Meeting Target Growth Rate
READING
LANGUAGE ARTS
MATH
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
480
65.2%
364
53.8%
481
68%
Data Source: NWEA
BSU Office of Charter Schools
49
Accountability Report 2007-08
GARY LIGHTHOUSE CHARTER SCHOOLS
of BSU Charter Schools
Constituent Surveys
The base size was not enough from parents, staff and board members to report.
It was an insufficient survey from the school.
BSU Office of Charter Schools
50
Accountability Report 2007-08
BSU Office of Charter Schools
51
Accountability Report 2007-08
BSU Office of Charter Schools
52
Accountability Report 2007-08
“There are no shortcuts.”
6060 Miller Street
Gary, IN 46407
(219) 979-2611
www.kipplead.org
www.kipp.org
Grades Served . . . . . . . . . . . . . . . . . . . . . . . .5-6
2007-2008 Enrollment . . . . . . . . . . . . . . . . . . .148
2006-2007 Enrollment . . . . . . . . . . . . . . . . . . .80
Enrollment at capacity . . . . . . . . . . . . . . . . . . .160
Year Opened: 2006-2007
Final Year in Current Contract: 2012-2013
Mission
Educational Program
The mission of KIPP LEAD College Preparatory School
(Student Leaders with Empathy, Achievement and
Dedication) is to empower students with the character,
knowledge, and leadership skills necessary to succeed
in college, strengthen the community, and help change
the world. The key components of the school’s program
can be summed up in the school’s motto: “There are no
shortcuts,” words that apply to administration, faculty,
students, and parents alike. KIPP LEAD College Prep will
achieve success through a culture of high expectations,
excellent teaching, and more time in school.
KIPP LEAD students will attend school until 5:00 p.m. on
weekdays, alternating Saturdays, and three weeks in the
summer. The children will receive 60% more
instructional time than counterparts in typical public
schools. Instructional time will be devoted to the core
subject areas and to ensuring that students are
performing at or above grade level. For example, students
at KIPP LEAD will receive more than three hours of
literacy instruction every day. The time that students
spend in school during traditional “after-school” hours will
focus on academics and personal development.
BSU Office of Charter Schools
53
Accountability Report 2007-08
KIPP LEAD College
Preparatory Academy
KIPP LEAD COLLEGE
PREPARATORY ACADEMY of BSU Charter Schools
KIPP LEAD COLLEGE PREPARATORY ACADEMY
of BSU Charter Schools
Demographic Summary
KIPP LEAD College Preparatory Academy began operation in Gary in the fall of 2006. In its first year, it served
only fifth-graders, but has expanded to include grades five-seven. Ninety-eight percent of students at KIPP LEAD
are black, similar to the Gary Community Schools, and different from the 12.2% black student population that is
the average in the state. Seventy-nine percent of KIPP LEAD students received free or reduced cost lunches in
2007-2008, a higher percentage than in the Gary schools (68.6%), and much higher than the average in the state
(39.2%). This minority population is also financially disadvantaged. KIPP LEAD serves a much lower percentage of
students in need of special education services than the local schools or the statewide average.
Academic Progress
indicate that a focus on language arts might be needed.
KIPP Lead received a category placement of Exemplary
Progress due to a 9.3% improvement on ISTEP+. Of the
students completing the NWEA MAP assessment both fall
and spring, the percent of students who met the growth
targets ranged from 31.7% - 39.7%. This percent is
down from a year ago, when about half met the targets in
language arts and math. Reading continues to be the area
with the lowest percentage.
Sixth-graders at KIPP Lead Preparatory Academy
outperformed fifth-graders on ISTEP+ (Table Y-2). Sixthgraders were also closer to the performance of students
in Gary Community Schools. This may be a result of
having two years experience in KIPP Lead, while fifthgraders have just entered this learning environment. The
highest percent passing was for sixth-grade math. While
not meeting AYP overall, students at KIPP Lead did
meet their performance expectation in math. This would
Constituent Survey
somewhat better (Figure Z-2). One-hundred percent of
the board responded that they were likely to
recommend, continue, and increase support of the
school. Ninety-four percent of parents would
recommend the school, 92% would continue support,
and 94% would increase support to their school (Figure
Z-3).
Too few staff members (n=4*) responded to the
Constituent Survey to give an indication of the opinion
of all the staff about the school’s functioning. Parents
(n=65) and board (n=6) responded to the Constituent Survey. Parents (95%) and board (100%) reported
that the overall quality of education was excellent/very
good (Figure Z-1). When comparing the overall quality
of education to that of other schools, 97% of parents
and 100% of the board rated the school as much better/
*Base size was not large enough to report.
Financial Review
were addressed by KIPP LEAD Preparatory School.
Financially, the school exceeded Ball State University
Office of Charter School’s expectations in the area of
Financial Viability Results. It completed its second year in
a financially acceptable position. Per the plan, expenses
exceeded revenues. Expenses appeared to be
appropriate. The school completed the year with a
positive cash balance. It is anticipated the school will
maintain strong finances in the future. State Board of
Account auditors completed an audit for the year ending
June 30, 2007. The audit identified six issues. All issues
BSU Office of Charter Schools
The school approached Ball State University Office of
Charter School’s expectations in the area of financial
obligations to Ball State University. Payment of
obligations exceeded 30 days at times.
KIPP LEAD Preparatory School maintained and submitted
an acceptable board-approved, five-year strategic plan
during the school year.
54
Accountability Report 2007-08
KIPP LEAD COLLEGE PREPARATORY ACADEMY
of BSU Charter Schools
School Improvement
To improve student ISTEP+ performance, KIPP LEAD
has taken the following steps:
To address deficiencies that might affect AYP status for
2008-2009, KIPP LEAD College Preparatory
Academy has taken the following actions:
• Prioritized areas of the curriculum that needed to be redesigned using NWEA.
• Attended training sessions for faculty at the KIPP School Summit to improve the effectiveness of our Readers/Writers workshop program.
• Identified struggling students using “My Reading
Coach” as part of the after-school program.
• Redesigned the nine-week, curriculum-based
measurements in ELA.
Invited students for after-school tutoring.
Offered daily homework help.
Participated in optional weekend tutoring.
Provided reading support through Title 1 and “My Reading Coach” seminars.
To improve the perceptions of the school in response
to the results of the constituent survey, KIPP LEAD has
taken the following actions:
NWEA data were used to improve student achievement
in the following ways:
• Identified students for after-school tutoring.
BSU Office of Charter Schools
•
•
•
•
55
• Relocated KIPP LEAD College Prep to a new
facility that has additional classrooms and has
significantly reduced the average class-size.
Accountability Report 2007-08
KIPP LEAD COLLEGE PREPARATORY ACADEMY
of BSU Charter Schools
Student Demographics
Figure X-1:
Race/Ethnicity Percentages: 2007-2008
Figure X-2:
Percentages of Students Qualifying for Free & Reduced Lunch: 2007-2008
Figure X-3:
Percentages of Students in Special Education: 2007-2008
Data Source: Indiana Department Of Education
BSU Office of Charter Schools
56
Accountability Report 2007-08
KIPP LEAD COLLEGE PREPARATORY ACADEMY
of BSU Charter Schools
Program Statistics
Table Y-1:
Table Y-2:
Attendance Rates
Academic
Year
Kipp Lead College
Preparatory Academy
Gary Community Schools
Indiana
2007-08
96.9%
96.1%
96%
Percentages Passing ISTEP+
ENGLISH/LA
Grade # Tested
Table Y-3:
MATH
BOTH ENGLISH & MATH
Kipp
Lead
Gary Indiana
Kipp
Lead
Gary Indiana
Kipp
Lead
Gary Indiana
5
73
36%
60%
76%
30%
64%
78%
23%
52%
68%
6
80
41%
52%
73%
60%
66%
81%
33%
46%
68%
PL 221
EXEMPLARY
Performance: 54.6%
Table Y-4:
Improvement: 9.3%
Adequate Yearly Progress
OVERALL DETERMINATION: NO
ATTENDANCE: YES
PERFORMANCE
PARTICIPATION
English
Math
English
Math
All Students
No
Yes
Yes
Yes
Black
No
Yes
Yes
Yes
Free/Reduced
Lunch
No
Yes
Yes
Yes
Data Source: Indiana Department Of Education
Table Y-5:
NWEA Percent Meeting Target Growth Rate
READING
LANGUAGE ARTS
MATH
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
126
31.7%
126
39.7%
134
36.6%
Data Source: NWEA
BSU Office of Charter Schools
57
Accountability Report 2007-08
KIPP LEAD COLLEGE PREPARATORY ACADEMY
of BSU Charter Schools
Constituent Surveys
Figure Z-1:
How would you rate the overall quality of education?
Figure Z-2:
How would you compare the overall quality of education to that of other schools?
Figure Z-3:
How likely are you to...Recommend the School/Continue at the School/Increase Support to
your School?
*Totals Include Extremely and Very Likely Responses
BSU Office of Charter Schools
58
Accountability Report 2007-08
BSU Office of Charter Schools
59
Accountability Report 2007-08
BSU Office of Charter Schools
60
Accountability Report 2007-08
Renaissance Academy
RENAISSANCE
ACADEMY of BSU Charter Schools
“Belong - Believe - Achieve”
4093 West U.S. 20
LaPorte, IN 46350
(219) 878-8711
www.imsaindy.org
Grades Served . . . . . . . . . . . . . . . . . . . . . . . .K-8
2007-2008 Enrollment . . . . . . . . . . . . . . . . . . .95
Enrollment at capacity . . . . . . . . . . . . . . . . . . .96
Year Opened: 2007-2008
Final Year in Current Contract: 2011-2012
Mission
Educational Program
Renaissance Academy Charter School will help every
child enrolled reach his or her greatest potential with
confidence and joy. Kindergarten to eighth-grade
students will realize this mission in a small school that
provides a supportive community atmosphere. A rigorous
academic program based in the Montessori philosophy of
education and supported by student exposure to a variety
of enrichment classes and extracurricular experiences is
offered.
Renaissance Academy Charter School incorporates
hands-on, abstract, traditional, and cutting-edge
techniques to help each child master the curriculum and
prepare for the next step in life. Renaissance Academy
Charter School offers families of the area a school with an
academically focused Montessori philosophy of
education.
BSU Office of Charter Schools
61
Accountability Report 2007-08
RENAISSANCE ACADEMY
of BSU Charter Schools
Demographic Summary
The unique location of Renaissance Academy Charter School in LaPorte, but geographically within the Michigan
City Area Schools district, impacts the school’s demographics. Renaissance Academy Charter School has a
77.9% white student population, a higher percentage than the Michigan City Area Schools district (55%) and lower
than the nearby LaPorte School Corporation (84%). Few of Renaissance Academy Charter School students (9.5%)
applied for free or reduced cost lunches as compared to LaPorte (38.6%) and Michigan City (66%). Of the
students receiving free and reduced cost lunches, 11% are black and 78% are white. The school has a lower
percentage of students in need of special education services (7.6%) than neighboring schools and the state
average.
Academic Progress
Renaissance Academy has been open only one year, no
P.L.221 category placement or AYP determination was
made. A slightly higher percentage was obtained in
reading and language arts (52.5%) than in math (46.8%)
in the NWEA MAP assessment.
Because ISTEP+ was administered shortly after opening
the school, the percent of passing may not accurately
reflect the success of the school. There were only two
grade levels, grades three and six, with a group large
enough to obtain a percentage. Sixth-graders had much
higher scores than third-graders (Table Y-2). Since
Constituent Survey
parents, and 86% of the staff rated the school much
better/somewhat better (Figure Z-2). More than 80% of
the board, parents, and staff would recommend,
continue, and increase support of the school (Figure
Z-3).
Parents (n=84), staff (n=7), and board (n=7) responded to
the Constituent Survey. One-hundred percent of the staff
and board and 83% of parents rated the overall quality
of education at the school as excellent/very good (Figure
Z-1). When comparing the overall quality of education
to that of other schools, 100% of the board, 93% of the
Financial Review
The school met Ball State University Office of Charter
School’s expectations in the area of financial obligations
to Ball State University. Payments of all obligations were
made within 30 days.
Financially, the school met Ball State University Office
of Charter School’s expectations in the area of Financial
Viability Results. It completed its first year in a financially
acceptable position. Expenses exceeded budgeted
expenses. However, revenues were greater than
budgeted revenues. Expenses appeared to be
appropriate. The school completed the year with a
positive cash balance.
BSU Office of Charter Schools
62
Accountability Report 2007-08
RENAISSANCE ACADEMY
of BSU Charter Schools
School Improvement
To improve student ISTEP+ performance, Renaissance
Academy has taken the following steps:
To improve the perceptions of the school in response
to the results of the constituent survey, Renaissance
Academy has taken the following actions:
• Developed curriculum.
• Focused professional development on intervention strategies.
• Added student test prep time to the beginning of the school year.
• Restructured the R Parents Association to increase parent involvement and communication.
• Increased the number of family social events.
NWEA data were used to improve student achievement
in the following way:
• Trained teachers to use student data to improve individual learning.
To address deficiencies that might affect AYP status for
2008-2009, Renaissance Academy has taken the
following actions:
• Tightened attendance policies.
• Added an after-school tutoring program.
BSU Office of Charter Schools
63
Accountability Report 2007-08
RENAISSANCE ACADEMY
of BSU Charter Schools
Student Demographics
Figure X-1:
Race/Ethnicity Percentages: 2007-2008
54%
31%
5%
10%
Michigan City
Area Schools
Figure X-2:
Percentages of Students Qualifying for Free & Reduced Lunch: 2007-2008
58%
34%
8%
Michigan City
Area Schools
Figure X-3:
Percentages of Students in Special Education: 2007-2008
Michigan City
Area Schools
22.4%
Data Source: Indiana Department Of Education
BSU Office of Charter Schools
64
Accountability Report 2007-08
RENAISSANCE ACADEMY
of BSU Charter Schools
Program Statistics
Table Y-1:
Table Y-2:
Attendance Rates
Academic
Year
Renaissance
Academy
Michigan City Area Schools
Indiana
2007-08
96.4%
95%
96%
Percentages Passing ISTEP+
Grade # Tested
ENGLISH/LA
MATH
BOTH ENGLISH & MATH
Renaissance MCAS Indiana
Academy
Renaissance MCAS Indiana
Academy
Renaissance MCAS Indiana
Academy
3
18
44%
64%
76%
28%
58%
71%
17%
49%
64%
4
8
***
63%
75%
***
67%
76%
***
55%
67%
5
7
***
64%
76%
***
70%
78%
***
55%
68%
6
13
69%
59%
73%
41%
72%
81%
60%
54%
68%
7
5
***
60%
71%
***
73%
80%
***
55%
66%
8
7
***
56%
70%
***
66%
75%
***
49%
64%
***Percentages are not calculated for grades in which less than 10 students were tested.
Table Y-3:
NWEA Percent Meeting Target Growth Rate
READING
LANGUAGE ARTS
MATH
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
59
52.5%
61
52.5%
62
46.8%
Data Source: NWEA
Schools in their first year of operation do not receive an AYP determination or a PL221 Category Placement
BSU Office of Charter Schools
65
Accountability Report 2007-08
RENAISSANCE ACADEMY
of BSU Charter Schools
Constituent Surveys
Figure Z-1:
How would you rate the overall quality of education?
Figure Z-2:
How would you compare the overall quality of education to that of other schools?
Figure Z-3:
How likely are you to...Recommend the School/Continue at the School/Increase Support to
your School?
*Totals Include Extremely and Very Likely Responses
BSU Office of Charter Schools
66
Accountability Report 2007-08
BSU Office of Charter Schools
67
Accountability Report 2007-08
BSU Office of Charter Schools
68
Accountability Report 2007-08
THEA BOWMAN
LEADERSHIP ACADEMY of BSU Charter Schools
“One who learns, leads.”
975 W. 6th Avenue
Gary, IN 46402
(219) 883-4826
Grades Served . . . . . . . . . . . . . . . . . . . . . . . .K-10
2007-2008 Enrollment . . . . . . . . . . . . . . . . . . .649
2006-2007 Enrollment . . . . . . . . . . . . . . . . . . .572
2005-2006 Enrollment . . . . . . . . . . . . . . . . . . .494
2004-2005 Enrollment . . . . . . . . . . . . . . . . . . .441
2003-2004 Enrollment . . . . . . . . . . . . . . . . . . .387
Enrollment at Capacity . . . . . . . . . . . . . . . . . . .691
Year Opened: 2003-2004
Final Year in Current Contract: 2009-2010
Mission
Educational Program
Thea Bowman Leadership Academy strives to provide
Gary’s parents and children a high-quality public school
academic option. The school is based on a rigorous
curriculum that will allow children to succeed in high
school and postsecondary education. Thea Bowman
Leadership Academy’s mission is to create a pre-high
school college preparatory program that combines
academic achievement with leadership skills and
opportunities.
Thea Bowman utilizes the Core Knowledge curriculum as
the instructional foundation based on Indiana Standards.
SRA Open Court Reading is used to teach reading and
writing simultaneously, and Saxon Math is the core
mathematics curriculum. Students also are taught
character education, multicultural information and
appreciation, civic leadership, and economic justice
through business, entrepreneurial leadership, and
professional leadership.
BSU Office of Charter Schools
69
Accountability Report 2007-08
Thea Bowman
Leadership Academy
www.tblacademy.org
THEA BOWMAN LEADERSHIP ACADEMY
of BSU Charter Schools
Demographic Summary
Thea Bowman Leadership Academy serves a nearly all-Black student population that is similar demographically
and economically to the average schools in the Gary area, with much higher percentages of minority and
economically disadvantaged students than the statewide average (Figures X-1 & X-2). Thea Bowman has a lower
percentage of students in need of special education services than the local community or the state as a whole
(Figure X-3).
Academic Progress
to earn an Exemplary Progress P.L.221 status. Of students
completing NWEA MAP assessment in fall and spring, less
than half met the growth targets in reading (44.9%) and
language arts (48.1%)(Table Y-5). Only 27.5% met the target
growth rate in math.
ISTEP+ performance at Thea Bowman Leadership Academy
is notably higher than the average of the Gary Community
Schools, with the exception of grade five, on overall percent
passing and in math (Table Y-2). Adequate Yearly Progress
was met and overall improvement of 8.1% was sufficient
Constituent Survey
Academy at 91% and 90%, respectively (Figure Z-2).
More than 85% of parents and staff were likely to
recommend, continue, and increase support of the school
(Figure Z-3).
Parents (n=132), staff (n=60), and board (n=1*) responded
to the Constituent Survey. Eighty percent of parents and
69% of staff rated the overall quality of education in the
school as excellent/very good (Figure Z-1). Comparing the
overall quality of education to that of other schools, the
parents and staff rated Thea Bowman Leadership
*Base size was not large enough to report.
Financial Review
The school met Ball State University Office of Charter
School’s expectations in the area of financial obligations
to Ball State University. Payments of all obligations were
made within 30 days.
Financially, the school exceeded Ball State University
Office of Charter School’s expectations in the area of
Financial Viability Results. It completed its fifth year in a
financially healthy position. Expenses exceeded revenues,
as was budgeted. Expenses appeared to be appropriate.
The school completed the year with a positive cash
balance, a solid balance sheet and positive net equity.
Thea Bowman is likely to maintain strong finances in
the future. An independent audit was completed for the
two years ending June 30, 2007. The audit identified no
significant issues.
BSU Office of Charter Schools
Thea Bowman maintained and submitted an
acceptable board-approved, five-year strategic plan
during the school year.
70
Accountability Report 2007-08
THEA BOWMAN LEADERSHIP ACADEMY
of BSU Charter Schools
School Improvement
To improve student ISTEP+ performance, Thea Bowman
Leadership Academy has taken the following steps:
To address deficiencies that might affect AYP status for
the 2008-2009 school year, Thea Bowman Leadership
Academy has taken the following actions:
• Enforced and monitored the number of books being read for the required reading program.
• Continued small-group classroom instruction with highly qualified instructional assistants in language arts and math.
• Aligned curriculum to state standards.
• Offered professional development for continued improvement.
• Targeted struggling students for extra support.
• Enforced and monitored the school attendance policy.
To improve the perceptions of their school in response
to the results of the constituent survey, Thea Bowman
Leadership Academy has taken the following actions:
NWEA data were used to improve student achievement
in the following ways:
• Aligned curriculum using DesCartes continuum of learning.
• Focused professional development on intervention strategies.
• Revised quarterly classroom/student assessments.
BSU Office of Charter Schools
71
• Supported an active parent/teacher/community
organization.
• Hosted Family Fun Nights.
• Conducted a Writers’ Fair.
• Established a school-wide science fair.
• Presented Family/Community Book Fair Night.
Accountability Report 2007-08
THEA BOWMAN LEADERSHIP ACADEMY
of BSU Charter Schools
Student Demographics
Figure X-1:
Race/Ethnicity Percentages: 2007-2008
Figure X-2:
Percentages of Students Qualifying for Free & Reduced Lunch: 2007-2008
Figure X-3:
Percentages of Students in Special Education: 2007-2008
Data Source: Indiana Department Of Education
BSU Office of Charter Schools
72
Accountability Report 2007-08
THEA BOWMAN LEADERSHIP ACADEMY
of BSU Charter Schools
Program Statistics
Table Y-1:
Table Y-2:
Attendance Rates
Academic
Year
Thea Bowman
Leadership Academy
Gary Community Schools
Indiana
2007-08
98%
96.1%
96%
Percentages Passing ISTEP+
ENGLISH/LA
3
50
Thea
Bowman
66%
4
79
5
51
6
7
65%
76%
Thea
Bowman
88%
68%
60%
75%
65%
60%
76%
52
67%
52%
58
66%
40%
8
54
70%
9
73
68%
Grade # Tested
Table Y-3:
MATH
BOTH ENGLISH & MATH
62%
71%
Thea
Bowman
64%
63%
60%
76%
51%
64%
78%
73%
71%
66%
71%
62%
46%
37%
70%
61%
28%
67%
59%
Gary Indiana
Gary Indiana
Gary Indiana
51%
64%
61%
50%
67%
45%
52%
68%
81%
65%
46%
68%
80%
59%
31%
66%
31%
75%
61%
22%
64%
25%
70%
53%
17%
60%
PL 221
EXEMPLARY
Performance: 68.5%
Table Y-4:
Improvement: 8.1%
Annual Yearly Progress
OVERALL DETERMINATION: YES
ATTENDANCE: YES
PERFORMANCE
PARTICIPATION
English
Math
English
Math
All Students
Yes
Yes
Yes
Yes
Black
Yes
Yes
Yes
Yes
Free/Reduced
Lunch
Yes
Yes
Yes
Yes
Special Ed
Yes
Yes
Yes
Yes
Data Source: Indiana Department Of Education
Table Y-5:
NWEA Percent Meeting Target Growth Rate
READING
LANGUAGE ARTS
MATH
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
515
44.9%
513
48.1%
517
27.5%
Data Source: NWEA
BSU Office of Charter Schools
73
Accountability Report 2007-08
THEA BOWMAN LEADERSHIP ACADEMY
of BSU Charter Schools
Constituent Surveys
Figure Z-1:
How would you rate the overall quality of education?
Figure Z-2:
How would you compare the overall quality of education to that of other schools?
Figure Z-3:
How likely are you to...Recommend the School/Continue at the School/Increase Support to
your School?
*Totals Include Extremely and Very Likely Responses
BSU Office of Charter Schools
74
Accountability Report 2007-08
BSU Office of Charter Schools
75
Accountability Report 2007-08
BSU Office of Charter Schools
76
Accountability Report 2007-08
VERITAS ACADEMY of BSU Charter Schools
“A Classical Education for Today’s Child”
530 East Ireland Road
South Bend, IN 46617
(574) 287-3220
www.veritas-academy.net
Grades Served . . . . . . . . . . . . . . . . . . . . . . . .K-8
2007-2008 Enrollment . . . . . . . . . . . . . . . . .167
2006-2007 Enrollment . . . . . . . . . . . . . . . . . . .182
2005-2006 Enrollment . . . . . . . . . . . . . . . . . . .143
2004-2005 Enrollment . . . . . . . . . . . . . . . . . . .120
2003-2004 Enrollment . . . . . . . . . . . . . . . . . . .84
2002-2003 Enrollment . . . . . . . . . . . . . . . . . . .63
Enrollment at Capacity . . . . . . . . . . . . . . . . . . .180
Mission
Educational Program
The mission of Veritas Academy is to provide students
with a strong academic curriculum and cultural
opportunities in a supportive, innovative and challenging
environment that fosters academic success and good
citizenship. This mission is achieved through a rigorous
curriculum, small class sizes, second language
instruction, creativity in the arts, community and parent
interaction, and character development. Veritas Academy
will empower students with a strong sense of self-worth
and nurture them to become responsible, productive
citizens and lifelong learners.
The curriculum chosen initially to support academic
excellence at Veritas was Core Knowledge. The
curriculum currently being used is an expanded and
strengthened version of Core Knowledge, fully aligned
with the Indiana Academic Standards. The rich and
thoughtful content creates an active and engaged learning
environment that integrates learning across disciplines.
BSU Office of Charter Schools
77
Accountability Report 2007-08
Veritas Academy
Year Opened: 2002-2003
Final Year in Current Contract: 2008-2009
VERITAS ACADEMY
of BSU Charter Schools
Demographic Summary
Veritas Academy is enriched by a diverse student population. The ethnic, special needs, and socio-economic
population of Veritas Academy was: 45.5% white, 39.5% black, 2.4% Hispanic, and 12.6% multiracial. Percentage
of students at Veritas Academy qualifying for free and reduced lunch was 49.1%. Fifteen percent of students were
enrolled in special education.
Academic Progress
of the black student subgroup. A status of Academic
Progress was earned based on improvement (3.8%) in
overall percent passing. More than one-half of the
students who completed the NWEA MAP assessment in
fall and spring met the growth targets in all areas
(Table Y-5).
ISTEP+ performance of the students at Veritas Academy
varied across grade levels. Notable results were found in
fifth grade, where students performed better in English/LA
and math than students of the neighboring school district.
Seventh-grade students’ math scores also surpassed
the students of South Bend Community Schools. Veritas
Academy did not meet AYP last year, due to performance
Constituent Survey
More than 85% of parents and staff were likely to
recommend, continue, and increase support of their
school (Figure Z-3).
Parents (n=41), staff (n=10), and board (n=3*) responded
to the Constituent Survey. Eighty-five percent of the
parents and 90% of the staff reported that the overall
quality of education was excellent/very good (Figure Z-1).
When comparing the overall quality of education to that
of other schools, 92% of parents and 100% of staff rated
the school as much better/somewhat better (Figure Z-2).
*Base size was not large enough to report.
Financial Review
and a positive equity position. State Board of Account
auditors completed an audit for the two years ending
June 30, 2007. The audit identified ten issues. All issues
were addressed by Veritas Academy.
Financially, the school met Ball State University Office of
Charter School’s expectations in the area of Financial
Viability Results. During the school year Veritas
experienced a shortage of cash and the accounts
payables exceeded 60 days. This was corrected by
January 2008. Veritas continues to work with the Internal
Revenue Service to address a large debt Veritas owes.
Excluding the IRS obligation, the school completed its
sixth year in a financially healthy position. Revenues
exceeded expenses, which resulted in a positive net
income for the year. Expenses appeared to be
appropriate. Excluding their obligation to the IRS, the
school completed the year with a positive cash balance
BSU Office of Charter Schools
Due to cash flow issues, the school did not meet Ball
State University Office of Charter School’s expectations
in the area of financial obligations to Ball State University.
Payment of obligations exceeded 60 days at times.
Veritas Academy maintained and submitted an
acceptable board-approved, five-year strategic plan
during the school year.
78
Accountability Report 2007-08
VERITAS ACADEMY
of BSU Charter Schools
School Improvement
To improve student ISTEP+ performance, Veritas
Academy has taken the following steps:
To address deficiencies that might affect AYP status for
2008-2009, Veritas Academy has taken the following
actions:
• Designed a summer school program that adds
incentives and an interactive curriculum.
• Purchased a curriculum that teaches test-taking skills.
• Increased Title I services.
• Increased the retention rate of students and teachers to provide optimum conditions for high performance.
NWEA data were used to improve student achievement
in the following ways:
• Measured growth three times a year.
• Analyzed overall RIT score to determine the
instructional level of each student and specific skill instruction needed.
• Created individualized lessons based on NWEA data.
• Fostered differentiated instruction in each classroom.
• Grouped students by skill levels.
• Created growth goals for students and teachers based on NWEA scores.
• Used NWEA scores to help determine students
selected for Title I services.
• Identified curriculum gaps.
• Studied correlation between NWEA and ISTEP to improve student performance on ISTEP exams.
• Participated in ongoing NWEA training for faculty.
BSU Office of Charter Schools
• Tightened the attendance policy.
• Participated in the Elementary School Truancy Prevention Program offered through the CASIE
Center, a local child-advocacy program.
• Developed personnel policies and teacher support systems designed to retain an excellent teaching staff.
• Fostered involvement of families to both retain
students and strengthen student performance.
To improve the perceptions of the school in response to
the results of the constituent survey, Veritas Academy
has taken the following actions:
• Continued a Family Cooperative Program that invites families into the school in informal and formal
settings.
• Integrated the survey process into the everyday life of the school.
• Invited families to express their concerns and
interests to the board and staff.
79
Accountability Report 2007-08
VERITAS ACADEMY
of BSU Charter Schools
Student Demographics
Figure X-1
Race/Ethnicity Percentages: 2007-2008
Figure X-2:
Percentages of Students Qualifying for Free & Reduced Lunch: 2007-2008
Figure X-3:
Percentages of Students in Special Education: 2007-2008
Data Source: Indiana Department Of Education
BSU Office of Charter Schools
80
Accountability Report 2007-08
VERITAS ACADEMY
of BSU Charter Schools
Program Statistics
Table Y-1:
Table Y-2:
Attendance Rates
Academic
Year
Veritas Academy
South Bend
Community Schools
Indiana
2007-08
95.1%
95%
96%
Percentages Passing ISTEP+
ENGLISH/LA
3
20
4
18
56%
64%
75%
50%
61%
76%
50%
53%
67%
5
17
71%
61%
76%
65%
60%
78%
47%
50%
68%
6
18
33%
58%
73%
44%
64%
81%
28%
51%
68%
7
18
50%
53%
71%
67%
65%
80%
44%
48%
66%
8
14
50%
54%
70%
43%
61%
75%
36%
47%
64%
South Indiana
Bend
65% 76%
Veritas
Academy
40%
BOTH ENGLISH & MATH
Veritas
Academy
45%
Grade # Tested
Table Y-3:
MATH
South Indiana
Bend
56% 71%
Veritas
Academy
30%
South Indiana
Bend
49% 64%
PL 221
ACADEMIC PROGRESS
Performance: 57.4%
Table Y-4:
Improvement: 3.8%
Annual Yearly Progress
OVERALL DETERMINATION: NO
ATTENDANCE: YES
PERFORMANCE
All Students
PARTICIPATION
English
Math
English
Math
Yes
Yes
Yes
Yes
Yes
Yes
Black
No
No
White
Yes
Yes
Data Source: Indiana Department Of Education
Table Y-5:
NWEA Percent Meeting Target Growth Rate
READING
LANGUAGE ARTS
MATH
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
115
52.2%
114
61.4%
115
60%
Data Source: NWEA
BSU Office of Charter Schools
81
Accountability Report 2007-08
VERITAS ACADEMY
of BSU Charter Schools
Constituent Surveys
Figure Z-1:
How would you rate the overall quality of education?
Figure Z-2:
How would you compare the overall quality of education to that of other schools?
Figure Z-3:
How likely are you to...Recommend the School/Continue at the School/Increase Support to
your School?
*Totals Include Extremely and Very Likely Responses?
BSU Office of Charter Schools
82
Accountability Report 2007-08
BSU Office of Charter Schools
83
Accountability Report 2007-08
BSU Office of Charter Schools
84
Accountability Report 2007-08
WEST GARY LIGHTHOUSE
CHARTER SCHOOL of BSU Charter Schools
“We prepare students for college through a rigorous arts-infused program.”
725 Clark Road
Gary, IN 46408
(219) 977-9583
www.lighthouse-academies.org
Grades Served . . . . . . . . . . . . . . . . . . . . . . . .K-6
2007-2008 Enrollment . . . . . . . . . . . . . . . . . . .420
2006-2007 Enrollment . . . . . . . . . . . . . . . . . . .340
Enrollment at capacity . . . . . . . . . . . . . . . . . . .440
Year Opened: 2006-2007
Final Year in Current Contract: 2012-2013
Educational Program
The mission of West Gary Lighthouse Charter School is
to prepare students for college through a rigorous artsinfused curriculum.
West Gary Lighthouse Charter School offers students an
arts-infused education program that includes disciplines
such as dance, visual arts, musical theory and practice,
and performance. The scope and sequence of each grade
level reflects the Core Knowledge Sequence, Indiana’s
Academic Standards, and the Lighthouse Exit Standards.
Underlying this engaging pedagogy is a solid base of
key skills with which students learn to think critically in
all subject areas. Research-based programs are used by
committed educators to help students master our rich
body of standards.
Vision
All students will be taught by an outstanding teacher in
a nurturing environment and will achieve at high levels.
Each student will develop the knowledge, skills and
values necessary for responsible citizenship and lifelong
learning. The impact of these collective efforts will
fundamentally change public education.
BSU Office of Charter Schools
85
Accountability Report 2007-08
West Gary Lighthouse
Charter School
Mission
WEST GARY LIGHTHOUSE CHARTER SCHOOL
of BSU Charter Schools
Demographic Summary
The first year of operation for West Gary Lighthouse Charter School was 2005-2006. The majority African-American
population at West Gary Lighthouse has a higher percentage of economically disadvantaged students than others
in the Gary area, with 80.5% of students receiving free or reduced cost lunches. The school provides an environment where students of this demographic can be equally successful to their counterparts in higher income areas.
Academic Progress
due to a 9.6% improvement in ISTEP+ scores. Performance of students who met the NWEA growth targets
was inconsistent. The highest percentage (59.4%) was in
math and the lowest percentage (35.8%) was in language
arts.
ISTEP+ test results for West Gary Lighthouse students
are significantly lower than the results for Gary
Community Schools. Sixth-graders earned the highest
percent passing, with both English/LA and math being
below 50%. Although the school did not meet AYP, a
P.L.221 status of Commendable Progress was received,
Constituent Survey
other schools (Figure Z-2). Parents were likely to
recommend (91%), continue (97%), and increase support
(95%) of their school (Figure Z-3).
Parents (n=66), staff (n=4*), and board (n=1*) responded
to the Constituent Survey. Eighty-nine percent of the
parents reported that the overall quality of education was
excellent/very good (Figure Z-1). Ninety-four percent of
parents rated the school as much better/somewhat better
when comparing the overall quality of education to that of
*Base size was not large enough to report.
Financial Review
The school met Ball State University Office of Charter
School’s expectations in the area of financial obligations
to Ball State University. Payments of all obligations were
made within 30 days.
Financially, the school exceeded Ball State University
Office of Charter School’s expectations in the area of
Financial Viability Results. It completed its second year in
a financially acceptable position. Per the plan, both
revenues and expenses were at budgeted levels.
Expenses appeared to be appropriate. The school
completed the year with a positive cash balance. It is
anticipated the school will maintain strong finances in the
future. State Board of Account auditors completed an
audit for the year ending June 30, 2007. The audit
identified eight issues. All issues were addressed by
West Gary Lighthouse.
BSU Office of Charter Schools
West Gary Lighthouse maintained and submitted an
acceptable board-approved, five-year strategic plan
during the school year.
86
Accountability Report 2007-08
WEST GARY LIGHTHOUSE CHARTER SCHOOL
of BSU Charter Schools
School Improvement
To improve student ISTEP+ performance, West Gary
Lighthouse Academy has taken the following steps:
To improve the perceptions of their school in response
to the results of the constituent survey, West Gary
Lighthouse Academy has taken the following actions:
• Structured the Title 1 Program to target lowperforming students.
• Started a Title 1 program called Core Enrichment to provide small-group leveled skill development.
• Used the Corrective Reading intervention program and the Open Court intervention manual to improve students’ literacy scores.
• Provided an intensive five-week summer school
program for students who had not passed ISTEP.
• Conducted daily intervention groups with students close to passing ISTEP+.
• Utilized ISTEP Coach to prepare students for testing.
• Developed a Title 1 school-wide plan, and a long-
term strategic plan using ISTEP data.
• Focused instruction on reading comprehension, problem solving, and writing.
• Hired a Dean of Students to assist with discipline and classroom management.
• Operated a full-time in-school behavioral/in-school suspension room to ensure a calm and safe learning environment.
NWEA data were used to improve student achievement
in the following ways:
• Grouped students homogeneously by NWEA scores for specific skill instruction.
• Differentiated instruction by using RIT scores.
• Predicted which students were expected to pass ISTEP from RIT scores.
To address deficiencies that might affect AYP status
for the 2008-2009 school year, West Gary Lighthouse
Academy has taken the following actions:
• Raised attendance goal to 95%.
• Posted the attendance goal in the front office to track daily attendance publicly.
• Placed phone calls to family when students were absent.
• Implemented a rigorous absentee policy that
culminates in expulsion for students who are
repeatedly absent.
• Began a self-contained special education classroom for students struggling to succeed in a general
education classroom.
• Adjusted special education staff’s schedules to include pull-out and push-in intervention groups for students with IEPs.
BSU Office of Charter Schools
87
Accountability Report 2007-08
WEST GARY LIGHTHOUSE CHARTER SCHOOL
of BSU Charter Schools
Student Demographics
Figure X-1:
Race/Ethnicity Percentages: 2007-2008
Figure X-2:
Percentages of Students Qualifying for Free & Reduced Lunch: 2007-2008
Figure X-3:
Percentages of Students in Special Education: 2007-2008
Data Source: Indiana Department Of Education
BSU Office of Charter Schools
88
Accountability Report 2007-08
WEST GARY LIGHTHOUSE CHARTER SCHOOL
of BSU Charter Schools
Program Statistics
Table Y-1:
Table Y-2:
Attendance Rates
Academic
Year
West Gary Lighthouse
Charter School
Gary Community Schools
Indiana
2007-08
91.9%
96.1%
96%
Percentages Passing ISTEP+
ENGLISH/LA
Grade # Tested
West Gary
Lighthouse
MATH
Gary Indiana
West Gary
Lighthouse
BOTH ENGLISH & MATH
Gary Indiana
West Gary
Lighthouse
Gary Indiana
3
73
34%
65%
76%
29%
62%
71%
25%
51%
64%
4
50
34%
60%
75%
30%
60%
76%
20%
50%
67%
5
50
42%
60%
76%
34%
64%
78%
28%
52%
68%
6
51
45%
52%
73%
49%
66%
81%
39%
46%
68%
Data Source: Indiana Department Of Education
Table Y-3:
PL 221
COMMENDABLE
Performance: 38.1%
Table Y-4:
Improvement: 9.6%
Annual Yearly Progress
OVERALL DETERMINATION: NO
ATTENDANCE: YES
PERFORMANCE
All Students
PARTICIPATION
English
Math
English
Math
No
No
Yes
Yes
Data Source: Indiana Department Of Education
Table Y-5:
NWEA Percent Meeting Target Growth Rate
READING
LANGUAGE ARTS
MATH
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
364
48.9%
240
35.8%
362
59.4%
Data Source: NWEA
BSU Office of Charter Schools
89
Accountability Report 2007-08
WEST GARY LIGHTHOUSE CHARTER SCHOOL
of BSU Charter Schools
Constituent Surveys
Figure Z-1:
How would you rate the overall quality of education?
Figure Z-2:
How would you compare the overall quality of education to that of other schools?
Figure Z-3:
How likely are you to...Recommend the School/Continue at the School/Increase Support to
your School?
*Totals Include Extremely and Very Likely Responses?
BSU Office of Charter Schools
90
Accountability Report 2007-08
BSU Office of Charter Schools
91
Accountability Report 2007-08
BSU Office of Charter Schools
92
Accountability Report 2007-08
21st CENTURY
CHARTER SCHOOL OF GARY of BSU Charter Schools
“GEO 21st Century Model”
556 Washington Street
Gary, IN 46402
Hammond, IN 46320
(219) 886-9339
www.21ccharter.org
Grades Served . . . . . . . . . . . . . . . . . . . . . . . .K-11
2007-2008 Enrollment . . . . . . . . . . . . . . . . .315
2006-2007 Enrollment . . . . . . . . . . . . . . . . . . .304
2005-2006 Enrollment . . . . . . . . . . . . . . . . . . . 265
Enrollment at Capacity . . . . . . . . . . . . . . . . . . . .300
Year Opened: 2005-2006
Final Year in Current Contract: 2011-2012
Educational Program
The educational philosophy of the 21st Century Charter
School of Gary is to teach according to the needs of the
individual while maintaining a commitment to standards
achievement. Using technology as a management and
delivery tool, as well as off-computer activities
emphasizing hands-on learning, students will proceed
through the standards. All students will be given a variety
of continuous assessments to make sure that skills are
mastered.
The following components of instruction will be woven
throughout the curriculum: a) core values and character
education; b) Indiana Academic Standards and GQE
requirements; c) standards basic skills application
fostering lifelong learning and life skills; d) project-based
learning aligned with student interests and standards;
e) mentoring, internships, employment, and community
outsourcing opportunities; f) Spanish language instruction
beginning at age five; g) fine arts instruction; and h)
physical wellness and conditioning.
BSU Office of Charter Schools
93
Accountability Report 2007-08
21st Century Charter
School of Gary
Mission
21st CENTURY CHARTER SCHOOL OF GARY
of BSU Charter Schools
Demographic Summary
In 2007-2008, 21st Century at Gary was in its third year of operation, serving a primarily black population
(99.4%). Statistically, this is a similar demographic served by the larger Gary Community School Corporation
(97.5%). More than 75% of these students receive free or reduced cost lunches, a higher percentage than Gary
Community Schools, and the state of Indiana overall. A lower percentage of 21st Century’s students are in
special education than in Gary Community Schools or the state.
Academic Progress
overall improvement in ISTEP+ scores (1.5%), the P.L.221
status remained at Academic Probation (Table Y-3 and
Table Y-4). Of the students completing the NWEA MAP
assessment in the fall and spring, about half met the
target growth rates, with 58.4% meeting the math target.
In 2007-2008, 21st Century at Gary ISTEP+ test scores
varied across grade levels. In fifth grade, 0% passed both
tests with 11% passing English/LA and 5% passing math.
The highest performance was found in seventh-grade
English/LA, with 52% of 21st Century seventh-graders
passing (Table Y-2). AYP was not met in performance,
but was met in participation. Although there was a slight
Constituent Survey
recommend (69%), continue (74%), and increase support
(70%) of the school (Figure Z-3). Thirty-three percent of
staff members would recommend the school, 56% were
likely to continue at the school, and 78% were likely to
increase support (Figure Z-3).
Parents (n=72), staff (n=21), and board (n=0*) responded
to the Constituent Survey. Fifty percent of parents and
48% of staff reported that the overall quality of education
was excellent/very good (Figure Z-1). When comparing the
overall quality of education to that of other schools, 62% of
parents and 60% of staff rated the school as much better/
somewhat better (Figure Z-2). Parents were likely to
*Base size was not large enough to report.
Financial Review
The school approached Ball State University Office of
Charter School’s expectations in the area of financial
obligations to Ball State University. Payment of obligations
exceeded 30 days at times.
Financially, the school approached Ball State University
Office of Charter School’s expectations in the area of
Financial Viability Results. It completed its third year in a
financially healthy position. Expenses exceeded revenues,
as was budgeted. Expenses appeared to be appropriate.
The school completed the year with a small positive cash
balance. It is anticipated the school will maintain strong
finances in the future. The school did not complete the
required independent audit/review during 2007-2008, and
therefore did not meet the financial expectations.
BSU Office of Charter Schools
21st Century Charter School at Gary maintained and
submitted an acceptable board-approved, five-year
strategic plan during the school year.
94
Accountability Report 2007-08
21st CENTURY CHARTER SCHOOL OF GARY
of BSU Charter Schools
School Improvement
To improve student ISTEP+ performance, 21st Century
Charter School of Gary has taken the following steps:
To improve the perceptions of their school in response
to the results of the constituent survey, 21st Century
Charter School of Gary has taken the following actions:
• Provided targeted assistance for students that tested 250-50 points below the passing score.
• Utilized learning guides in the classrooms for small-
group instruction in grades 3-11.
• Conducted mandatory summer school for students who failed to pass ISTEP.
NWEA data were used to improve student achievement
in the following ways:
• Determined reading levels within classrooms by using results.
• Utilized leveled reading materials for small-group instruction.
• Created small pull-out instructional groups for Title 1.
• Investigated ways to improve parental involvement at the school.
• Stabilized the teacher/administrative members for greater consistency within the school.
• Conducted monthly Friday Night Live, as a family fun night.
• Placed greater emphasis on consistent behavior consequences.
• Increased parental involvement with students who demonstrate inappropriate behavior.
To address deficiencies that might affect AYP status for
the 2008-2009 school year, 21st Century Charter School
of Gary has taken the following actions:
• Addressed excessive absences and followed through with expulsions when students have missed more than ten days of school.
• Continued assistance to the special education
department.
• Planned to hire an additional special education teacher.
BSU Office of Charter Schools
95
Accountability Report 2007-08
21st CENTURY CHARTER SCHOOL OF GARY
of BSU Charter Schools
Student Demographics
Figure X-1:
Race/Ethnicity Percentages: 2008-2009
Figure X-2:
Percentages of Students Qualifying for Free & Reduced Lunch: 2008-2009
Figure X-3:
Percentages of Students in Special Education: 2008-2009
Data Source: Indiana Department Of Education
BSU Office of Charter Schools
96
Accountability Report 2007-08
21st CENTURY SCHOOL OF GARY
of BSU Charter Schools
Program Statistics
Table Y-1:
Table Y-2:
Attendance Rates
Academic
Year
21st Century Charter
School of Gary
Gary Community Schools
Indiana
2007-08
98.7%
96.1%
96%
Percentages Passing ISTEP+
ENGLISH/LA
3
23
21st Century
of Gary
35%
4
26
5
19
6
7
65%
76%
21st Century
of Gary
30%
31%
60%
75%
11%
60%
76%
26
27%
52%
31
52%
40%
8
42
31%
9
38
26%
10
35
20%
Grade # Tested
Table Y-3:
MATH
BOTH ENGLISH & MATH
62%
71%
21st Century
of Gary
17%
27%
60%
76%
5%
64%
78%
73%
19%
66%
71%
29%
46%
37%
70%
19%
31%
28%
67%
13%
25%
32%
68%
17%
24%
Gary Indiana
Gary Indiana
Gary Indiana
51%
64%
19%
50%
67%
0%
52%
68%
81%
15%
46%
68%
80%
26%
31%
66%
75%
7%
22%
64%
70%
11%
17%
60%
67%
6%
19%
59%
PL 221
ACADEMIC PROBATION
Performance: 23.4%
Table Y-4:
Improvement: 1.5%
Adequate Yearly Progress
ATTENDANCE: YES
OVERALL DETERMINATION: NO
PERFORMANCE
PARTICIPATION
English
Math
English
Math
All Students
No
No
Yes
Yes
Black
No
No
Yes
Yes
Free/Reduced
Lunch
No
No
Yes
Yes
Data Source: Indiana Department Of Education
Table Y-5:
NWEA Percent Meeting Target Growth Rate
READING
LANGUAGE ARTS
MATH
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
218
47.2%
182
53.3%
214
58.4%
Data Source: NWEA
BSU Office of Charter Schools
97
Accountability Report 2007-08
21st CENTURY SCHOOL OF GARY
of BSU Charter Schools
Constituent Surveys
Figure Z-1:
How would you rate the overall quality of education?
Figure Z-2:
How would you compare the overall quality of education to that of other schools?
Figure Z-3:
How likely are you to...Recommend the School/Continue at the School/Increase Support to
your School?
*Totals Include Extremely and Very Likely Responses
BSU Office of Charter Schools
98
Accountability Report 2007-08
BSU Office of Charter Schools
99
Accountability Report 2007-08
BSU Office of Charter Schools
100
Accountability Report 2007-08
CENTRAL REGION
“For these are all our children and we will either benefit them or pay the
consequences for whom they become.” - James Baldwin
855 North 12th Street
Richmond, IN 47374
(765) 983-3709
www.galileocharterschool.org
Grades Served . . . . . . . . . . . . . . . . . . . . . . . .K-5
2007-2008 Enrollment . . . . . . . . . . . . . . . . . . .221
2006-2007 Enrollment . . . . . . . . . . . . . . . . . . .179
2005-2006 Enrollment . . . . . . . . . . . . . . . . . . .147
Enrollment at Capacity. . . . . . . . . . . . . . . . . . .228
Year Opened: 2005-2006
Final Year in Current Contract: 2011-2012
and intervention strategies. Galileo Charter School will utilize
Open Court Reading for language arts and reading instruction
as well as support multiple approaches for assessment and
intervention. Uniquely, the majority of teachers at Galileo have
been trained in the Lindamood Bell “Phoneme Sequencing”
and “Visualizing and Verbalizing” programs, which are utilized
for preventative and remedial instruction.
Just as one size does not fit all, neither does one type of
educational approach work for all families. Galileo Charter
School is a learning community composed of parents/careUsing the cornerstones of literacy, character development, givers, children, and teachers working together for the best
and self-esteem, the Galileo Charter School will educate
educational outcome. Through multi-age classrooms and
children in a community of mutual respect, inspire a lifelong individualized learning plans, children will be supported in
love of learning, and develop contributing members of our
becoming self-directed learners. Literacy, character
global community.
development, and self-esteem will be highlighted and
integrated throughout the curriculum. A service learning focus
will help students internalize good character and healthy
self-esteem by contributing to school and community. Galileo
Charter School is committed to providing a quality program
Galileo Charter School will be a place where teachers,
that ensures academic and personal growth in children.
children, and parents/caregivers acknowledge each child’s
uniqueness and work together in community to educate
Galileo is a school centered on students. Preparing students
and nurture each child.
to be contributing members of the global community requires
Mission
Vision
Educational Program
Galileo Charter School will use a scientifically based
research-validated curriculum. Literacy will be emphasized
and supported through early identification, prevention,
BSU Office of Charter Schools
teaching students to take personal responsibility for learning
and behavior—the school’s focus on character, self-esteem
and the restitution model of discipline all support the
development of personal responsibility in students. The
school community expects every student to be prepared to
pursue personal ambitions—and as such, considers itself a
“college-prep” primary school.
101
Accountability Report 2007-08
Galileo Charter School
GALILEO
CHARTER SCHOOL of BSU Charter Schools
GALILEO CHARTER SCHOOL
of BSU Charter Schools
Demographic Summary
Galileo Charter School serves a student population higher in diversity than the local schools or than the average
in the state of Indiana. Although Richmond-area students are more socio-economically disadvantaged than the
statewide average, Galileo’s students are even more so, as indicated by the 80.6% of students receiving a free or
reduced cost lunch. Galileo serves a higher percentage of students in special education than the state average, but
a lower percentage than the Richmond Community Schools.
Academic Progress
Language Arts was found at the fourth-grade level (47%).
Galileo students’ 18.2% improvement earned an
Exemplary Progress category placement and met the
requirements for AYP in 2007. More than half of Galileo
students met the growth target on NWEA MAP in all
subtests (Table Y-5).
ISTEP+ percentage passing scores were well below that
of the neighboring school and the state of Indiana. At all
grade levels in both English/Language Arts and math, the
percent passing ranged from 42% - 57% (Table Y-2). The
lowest percent passing math was found at the third-grade
level (42%), and the lowest percent passing English/
Constituent Survey
parents 89%, and the staff at 83% (Figure Z-2). There
was a high rating of the school from the board (100% in
all three categories), parents (89% recommend, 91% continue, 89% increase support), and staff (87% recommend,
86% continue, 93% increase support) when asked how
likely they were to recommend, continue, and increase
support of their school (Figure Z-3).
Parents (n=112), staff (n=30), and board (n=8) responded
to the constituent survey. Eighty-four percent of the parents and 83% of the staff reported that the overall quality
of education in the school was excellent/very good, while
the board members were 100% in agreement with this
rating (Figure Z-1). When it came to comparing the overall
quality of education to that of other schools, as much
better/somewhat better, the board was at 100%, the
Financial Review
identified two minor issues, which were both addressed
by the school.
Financially, the school exceeded Ball State University
Office of Charter School’s expectations in the area of
Financial Viability Results. It completed its third year in a
financially acceptable position. As budgeted,
expenses exceeded revenues, resulting in a net loss for
the year. Expenses appeared to be appropriate. The
school completed the year with a small positive cash
balance. Its balance sheet and debt levels are
cceptable for a school completing its third year. It is
anticipated that the school will maintain strong finances in
the future. State Board of Account auditors completed an
audit for the year ending June 30, 2007. The audit
BSU Office of Charter Schools
The school approached Ball State University Office of
Charter School’s expectations in the area of financial
obligations to Ball State University. Payment of
obligations exceeded 30 days at times.
Galileo Charter School maintained and submitted an
acceptable board-approved, five-year strategic plan
during the school year.
102
Accountability Report 2007-08
GALILEO CHARTER SCHOOL
of BSU Charter Schools
School Improvement
To improve student ISTEP+ performance, Galileo Charter
School has taken the following steps:
• Addressed special education performance/
participation through:
• Increasing staff training / awareness of SPED children in classroom.
• Organizing and restructured the SPED
department to ensure teachers are aware of, and accountable for, meeting students’ needs as set forth in the IEPs.
• Hiring an additional special education teacher of record to assist in the management of special education students.
• Allocating time within staff meetings to teach staff about IEPs, goals, functional behavioral assessments, GEI process, and similar
programs.
• Implemented a summer Jumpstart program to target ISTEP+ skills.
• Differentiated instruction using flexible ability
grouping.
• Extended instruction time in key academic areas.
• Focused on literacy and math in after-school tutoring programs.
• Increased the number of college work study/
Bonner Scholars/volunteers to assist in the
classrooms with literacy groups.
• Conducted summer staff training.
• Provided assistance to parents to strengthen at-
home coaching.
• Analyzed specific components of the assessment to strengthen each student’s individual learning plan.
• Focused on specific aspects of curriculum
To improve the perceptions of their school in response
to the results of the constituent survey, Galileo Charter
School has taken the following actions:
NWEA data were used to improve student achievement in
the following ways:
• Developed more school community activities.
• Developed a new communication process to parents.
• Required staff/teachers to send a predetermined amount of positive communication to families each week.
• Held more parent-teacher meetings.
• Sponsored literacy activities.
• Developed individual learning plans for all students.
• Assisted students in developing academic goals.
• Partnered with Virtual Special Education
Cooperation.
• Assessed students weekly using Open Court
Reading.
• Added a third NWEA assessment.
• Acquired new components of the pre-existing
curriculum.
• Assessed learning weekly with DIBELS.
• Developed curriculum continuously.
• Focused professional development on intervention strategies.
• Analyzed individual and group tests to tailor
instruction.
To address deficiencies that might affect AYP status for
the 2008-2009 school year, Galileo Charter School has
taken the following actions:
• Dedicated more teacher-directed instruction on the core curriculum subjects.
• Redesigned the daily schedule and increased the
allotted time for mathematics.
• Implemented a structured, targeted system of
tracking attendance and reporting excessive
absenteeism to appropriate authorities.
• Created partnerships with parents, to ensure
students are at school.
• Addressed the free and reduced participation rate.
• Hired two instructional assistants to assist with Title 1 students.
BSU Office of Charter Schools
103
Accountability Report 2007-08
GALILEO CHARTER SCHOOL
of BSU Charter Schools
Student Demographics
Figure X-1:
Race/Ethnicity Percentages: 2007-2008
Figure X-2:
Percentages of Students Qualifying for Free & Reduced Lunch: 2007-2008
Figure X-3:
Percentages of Students in Special Education: 2007-2008
Data Source: Indiana Department Of Education
BSU Office of Charter Schools
104
Accountability Report 2007-08
GALILEO CHARTER SCHOOL
of BSU Charter Schools
Program Statistics
Table Y-1:
Table Y-2:
Attendance Rates
Academic
Year
Galileo Charter School
Richmond Community Schools
Indiana
2007-08
95.9%
95.4%
96%
Percentages Passing ISTEP+
ENGLISH/LA
Grade # Tested
Galileo
MATH
R.C.S. Indiana
Galileo
BOTH ENGLISH & MATH
R.C.S. Indiana
Galileo
R.C.S. Indiana
3
33
55%
69%
76%
42%
63%
71%
39%
55%
64%
4
32
47%
65%
75%
50%
71%
76%
34%
57%
67%
5
28
57%
65%
76%
50%
70%
78%
43%
57%
68%
***Percentages are not calculated for grades in which less than 10 students were tested.
Table Y-3:
PL 221
EXEMPLARY
Performance: 53%
Table Y-4:
Improvement: 18.2%
Adequate Yearly Progress
OVERALL DETERMINATION: YES
ATTENDANCE: YES
PERFORMANCE
PARTICIPATION
English
Math
English
Math
All Students
Yes
Yes
Yes
Yes
White
Yes
Yes
Free/Reduced
Lunch
Yes
Yes
Yes
Yes
Data Source: Indiana Department Of Education
Table Y-5:
NWEA Percent Meeting Target Growth Rate
READING
LANGUAGE ARTS
MATH
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
119
57.1%
117
53.8%
117
53.8%
Data Source: NWEA
BSU Office of Charter Schools
105
Accountability Report 2007-08
GALILEO CHARTER SCHOOL
of BSU Charter Schools
Constituent Surveys
Figure Z-1:
How would you rate the overall quality of education?
Figure Z-2:
How would you compare the overall quality of education to that of other schools?
Figure Z-3:
How likely are you to...Recommend the School/Continue at the School/Increase Support to
your School
*Totals Include Extremely and Very Likely Responses
BSU Office of Charter Schools
106
Accountability Report 2007-08
BSU Office of Charter Schools
107
Accountability Report 2007-08
BSU Office of Charter Schools
108
Accountability Report 2007-08
GEIST MONTESSORI
ACADEMY of BSU Charter Schools
“Education From Within”
6633 West 900 North
McCordsville, IN 46055
(317) 335-3456
Grades Served . . . . . . . . . . . . . . . . . . . . . . . .K-8
2007-2008 Enrollment . . . . . . . . . . . . . . . . . . .87
2006-2007 Enrollment . . . . . . . . . . . . . . . . . . .38
Enrollment at capacity . . . . . . . . . . . . . . . . . . .98
Year Opened: 2006-2007
Final Year in Current Contract: 2012-2013
Mission
Educational Program
Geist Montessori Academy provides an academically and
culturally rich educational environment that allows
children to acquire knowledge in a noncompetitive,
individualized manner. The school recognizes that many
environmental factors act upon the development of the
child, and seeks to prepare a school environment that
encourages joyful learning, and greater exploration of
the community and the world. Academics integrate with
character building and community awareness to form a
whole-child curriculum that prepares students for life.
The Academy’s educational program is based on the
Montessori philosophy and methodology. This method
identifies and utilizes individual strengths and interests to
assist in learning, while the curriculum promotes
academic success, social awareness, self-awareness,
respect for others and the environment, problem-solving
skills and independent thinking. Academics integrate with
character building and community awareness.
BSU Office of Charter Schools
109
Accountability Report 2007-08
Geist Montessori
Academy
www.montessoriacademygeist.org
GEIST MONTESSORI ACADEMY
of BSU Charter Schools
Demographic Summary
Geist Montessori Academy serves a student population that is 74.7% white, a similar demographic to that of the
neighboring school district and the state average. Only 8% of students qualify for free and reduced lunch,
compared to 5.8% at the neighboring school and 29.4% across the state. The percent of students in special
education is similar to the surrounding area (Figure X-3).
Academic Progress
Montessori did not meet AYP in 2007.
With less than ten students tested in third and sixth grade,
fourth- and fifth-graders at Geist Montessori had excellent
ISTEP+ results. Fifth-grade students outperformed Hamilton
Southeastern students and students across the state with
93% passing both English/language arts and math (Table
Y-2). Although student achievement met the AYP
requirement, attendance did not. Therefore, Geist
The 8.3% improvement in ISTEP+ results earned an
Exemplary Progress category placement for P.L.221 status.
A higher percentage of students met the growth target
in reading (52.5%) and language arts (50%) than in math
(37.3%)(Table Y-5).
Constituent Survey
Z-2). There was a high rating of the school from the board
and parents when asked how likely they were to recommend, continue, and increase support of their school. The
board was 100% in all three
categories, while parents were 97%, 97%, and 85%,
respectively, in the three categories. The staff was at 71%
in all three categories (Figure Z-3).
Parents (n=34), staff (n=7), and board (n=5) responded
to the constituent survey. When asked about the overall
educational quality of the school, 91% of the parents,
86% of the staff, and 100% of the board rated it as
excellent/very good.(Figure Z-1). The board, parents, and
staff were well over 85% in rating the school as much
better/somewhat better when it came to comparing the
overall quality of education to that of other schools (Figure
Financial Review
The school met Ball State University Office of Charter
School’s expectations in the area of financial obligations to
Ball State University. Payments of all obligations were made
within 30 days.
Financially, the school exceeded Ball State University Office
of Charter School’s expectations in the area of Financial
Viability Results. It completed its second year in a
financially acceptable position. Per the plan, expenses
exceeded revenues. Expenses appeared to be appropriate.
The school completed the year with a small positive cash
balance. It is anticipated the school will maintain strong
finances in the future. State Board of Account auditors
completed an audit for the year ending June 30, 2007. The
audit identified four issues. All issues were addressed by
Geist Montessori Academy.
BSU Office of Charter Schools
Geist Montessori Academy maintained and submitted an
acceptable board-approved, five-year strategic plan during
the school year.
110
Accountability Report 2007-08
GEIST MONTESSORI ACADEMY
of BSU Charter Schools
School Improvement
To improve student ISTEP+ performance, Geist Montessori
Academy has taken the following steps:
To improve the perceptions of their school in response
to the results of the constituent survey, Geist Montessori
Academy has taken the following actions:
• Adopted a more comprehensive language arts/
reading program in 2008/2009.
• Instituted RTI, and provided ongoing training for staff members.
• Increased parent communication through the Web site and parent liaison.
• Implemented the Journey and Discovery Orientation program for new parents.
• Maintained higher visibility of staff and board
members through school events
NWEA data were used to improve student achievement in
the following ways:
• Attended NWEA data workshops.
• Provided additional support and curriculum material in the writing curriculum.
To address deficiencies that might affect AYP status for
the 2008-2009 school year, Geist Montessori Academy has
taken the following actions:
• Passed new policies regarding attendance.
• Phoned parents of absent children by 9:30 a.m.
BSU Office of Charter Schools
111
Accountability Report 2007-08
GEIST MONTESSORI ACADEMY
of BSU Charter Schools
Student Demographics
Figure X-1:
Race/Ethnicity Percentages: 2007-2008
Figure X-2:
Percentages of Students Qualifying for Free & Reduced Lunch: 2007-2008
Figure X-3:
Percentages of Students in Special Education: 2007-2008
Data Source: Indiana Department Of Education
BSU Office of Charter Schools
112
Accountability Report 2007-08
GEIST MONTESSORI ACADEMY
of BSU Charter Schools
Program Statistics
Table Y-1:
Table Y-2:
Attendance Rates
Academic
Year
Community
Montessori
Hamilton - Southeastern
Schools
Indiana
2007-08
99.1%
96.8%
96%
Percentages Passing ISTEP+
ENGLISH/LA
Grade # Tested
Geist
Montessori
MATH
H.S. Indiana
Geist
Montessori
BOTH ENGLISH & MATH
H.S. Indiana
Geist
Montessori
H.S. Indiana
3
8
***
89%
76%
***
85%
71%
***
81%
64%
4
10
80%
89%
75%
70%
90%
76%
60%
86%
67%
5
14
93%
90%
76%
93%
90%
78%
86%
85%
68%
6
6
***
89%
73%
***
93%
81%
***
87%
68%
***Percentages are not calculated for grades in which less than 10 students were tested.
Data Source: Indiana Department Of Education
Table Y-3:
PL 221
EXEMPLARY
Performance: 86.4%
Table Y-4:
Improvement: 8.3%
Adequate Yearly Progress
OVERALL DETERMINATION: NO
ATTENDANCE: NO
PERFORMANCE
All Students
PARTICIPATION
English
Math
English
Math
Yes
Yes
Yes
Yes
Data Source: Indiana Department Of Education
Table Y-5:
NWEA Percent Meeting Target Growth Rate
READING
LANGUAGE ARTS
MATH
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
61
52.5%
62
50%
60
37.3%
Data Source: NWEA
BSU Office of Charter Schools
113
Accountability Report 2007-08
GEIST MONTESSORI ACADEMY
of BSU Charter Schools
Constituent Surveys
Figure Z-1:
How would you rate the overall quality of education?
Figure Z-2:
How would you compare the overall quality of education to that of other schools?
Figure Z-3:
How likely are you to...Recommend the School/Continue at the School/Increase Support to
your School
*Totals Include Extremely and Very Likely Responses
BSU Office of Charter Schools
114
Accountability Report 2007-08
BSU Office of Charter Schools
115
Accountability Report 2007-08
BSU Office of Charter Schools
116
Accountability Report 2007-08
IMAGINE MASTER
ACADEMY of BSU Charter Schools
“Belong - Believe - Achieve”
2000 North Wells Street
Building #6
Fort Wayne, IN 46808
(260) 420-8395
Grades Served . . . . . . . . . . . . . . . . . . . . . . . .K-6
2007-2008 Enrollment . . . . . . . . . . . . . . . . . . .476
Enrollment at capacity . . . . . . . . . . . . . . . . . . .525
Year Opened: 2007-2008
Final Year in Current Contract: 2011-2012
Mission
Educational Program
The purpose of Imagine MASTer Academy is to provide
students with an academically excellent learning
opportunity by offering challenging curricula richly infused
with music, arts, science, and technology, designed to
engage all in the learning process, by maintaining a
caring learning environment of affirmation; by working
with parents and the local community to offer
opportunities that further develop the intellect and
character of those who choose to attend, and by utilizing
innovative teaching techniques in order to prepare all
students for success in the ever-growing global
community of the future.
Imagine curriculum and assessments are aligned with,
and meet or exceed, Indiana Academic Standards
through the use of state approved, standard-aligned textbooks. Lesson plans are developed through the use of the
Understanding by Design model, planning methods that
ensure mastery by first establishing outcomes desired.
“A constitutional democracy such as ours does not rest
only on the principle of political equality—the equal status
of citizenship. It is also committed to the principle of
equal educational opportunity—equal in quality, not just in
quantity. The one without the other makes democracy a
sham and a delusion.”
—Mortimer J. Adler, Paideia Problems and Possibilities
BSU Office of Charter Schools
117
Accountability Report 2007-08
Imagine MASTer
Academy
www.imaginemasteracademy.com
IMAGINE MASTER ACADEMY
of BSU Charter Schools
Demographic Summary
Imagine Master Academy’s student population is 65.5% white, 13.7% Hispanic, 10.5% black, and 10.3% other.
Nearly 60% of the students receive free and reduced cost lunch, similar to Ft. Wayne Community schools but
higher than the state average. The percent of students receiving special education services (8.5%) is lower than
area schools and the state average (Figure X-3).
Academic Progress
noted that these results are not an accurate reflection of
the school, as ISTEP + was administered in September
shortly after this school opened. Because this was the
school’s first year of operation, there was no AYP
determination for 2007 or category placement. Of
students at Imagine MASTer Academy taking NWEA MAP
both fall and spring, 38.6% of students met individual
reading growth targets, 46.2% met individual language
arts targets, and 47.3% met individual math targets.
ISTEP+ results for Imagine MASTer Academy were better
for the content area subtests than for the percent
passing both tests. In English/language arts, results
were similar to those of Ft. Wayne Community Schools
and were slightly lower than the state average. In math,
scores of Imagine MASTer’s students were lower than
both the Ft. Wayne schools and the state average. The
exception to this is found at the sixth-grade level, where
MASTer’s students scored 73% in math as did Ft. Wayne
Community Schools’ students (Table Y-2). It should be
Constituent Survey
better (Figure Z-2). There was a high rating of the school
from the parents and staff when asked how likely they
were to recommend, continue, and increase support of
their school (Figure Z-3).
Parents (n=25), staff (n=31), and board (n=0*) responded
to the Constituent Survey. When asked about the overall
educational quality of the school, 84% of the parents, and
74% of the staff rated it as excellent/very good (Figure
Z-1). When it came to comparing the overall quality of
education to that of other schools, parents (83%) and
staff (80%) rated the school as much better/somewhat
*Base size was not large enough to report.
Financial Review
balance. The school will need to monitor expense levels
compared to revenue in 2008-2009.
Financially, the school met Ball State University Office
of Charter School’s expectations in the area of Financial
Viability Results. It completed its first year in a financially
acceptable position. Expenses exceeded budgeted
expenses and revenues were less than budgeted
revenues. Expenses appeared to be appropriate. The
school completed the year with a small positive cash
BSU Office of Charter Schools
The school met Ball State University Office of Charter
School’s expectations in the area of financial obligations
to Ball State University. Payments of all obligations were
made within 30 days.
118
Accountability Report 2007-08
IMAGINE MASTER ACADEMY
of BSU Charter Schools
School Improvement
To improve student ISTEP+ performance, Imagine MASTer
Academy has taken the following steps:
To address deficiencies that might affect AYP status for
the 2008-2009 school year, Imagine MASTer Academy has
taken the following actions:
• Analyzed student reports, proficiency rosters, and grouping reports to determine student strengths and weaknesses.
• Identified areas to become areas of curricular focus.
• Utilized ISTEP+ preparation materials as part of start-
up curriculum.
• Developed lessons and inter-disciplinary projects aligned with Indiana State standards.
• Taught writing through the use of “Thinking Maps”.
• Administered a six-week summer school program targeting Title I students.
• Contacting the homes of students not in attendance.
• Disaggregating special education NWEA scores.
To improve the perceptions of their school in response
to the results of the constituent survey, Imagine MASTer
Academy has taken the following actions:
NWEA data is used to improve student achievement in the
following ways:
• Used NWEA scores as one criterion for determining Title I student qualification in the program.
• Administered a six-week summer school program targeting Title I students.
• Participated in the “Advanced Reading Challenge”.
• Shared Best Practices with staff.
• Focused professional development on intervention strategies to improve scores of Special Education students.
BSU Office of Charter Schools
119
• Increased incidence of PAC (Parent Action
Committee) meetings.
• Hired an on-campus parent volunteer coordinator, resulting in considerable increase in parent
involvement.
• Developed curriculum continually.
• Integrated curricular disciplines.
• Moved students based on individual assessment files.
• Assessed individual student progress regularly, to remain current.
Accountability Report 2007-08
IMAGINE MASTER ACADEMY
of BSU Charter Schools
Student Demographics
Figure X-1:
Race/Ethnicity Percentages: 2007-2008
Figure X-2:
Percentages of Students Qualifying for Free & Reduced Lunch: 2007-2008
Figure X-3:
Percentages of Students in Special Education: 2007-2008
Data Source: Indiana Department Of Education
BSU Office of Charter Schools
120
Accountability Report 2007-08
IMAGINE MASTER ACADEMY
of BSU Charter Schools
Program Statistics
Table Y-1:
Table Y-2:
Attendance Rates
Academic
Year
Imagine MASTer
Academy
Ft. Wayne Community
Schools
Indiana
2007-08
95%
95.3%
96%
Percentages Passing ISTEP+
ENGLISH/LA
Grade # Tested
Table Y-3:
MATH
BOTH ENGLISH & MATH
Imagine
MASTer
Ft.
Indiana
Imagine
MASTer
Ft.
Indiana
Imagine
MASTer
Ft.
Indiana
3
73
62%
67%
76%
49%
67%
71%
47%
57%
64%
4
67
64%
68%
75%
58%
74%
76%
48%
61%
67%
5
46
59%
67%
76%
59%
76%
78%
46%
60%
68%
6
67
67%
57%
73%
73%
73%
81%
60%
54%
68%
NWEA Percent Meeting Target Growth Rate
READING
LANGUAGE ARTS
MATH
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
259
38.6%
264
46.2%
264
47.3%
Data Source: NWEA
Schools in their first year of operation do not receive an AYP determination or a PL221 Category PLacement
BSU Office of Charter Schools
121
Accountability Report 2007-08
IMAGINE MASTER ACADEMY
of BSU Charter Schools
Constituent Surveys
Figure Z-1:
How would you rate the overall quality of education?
Figure Z-2:
How would you compare the overall quality of education to that of other schools?
Figure Z-3:
How likely are you to...Recommend the School/Continue at the School/Increase Support to
your School
*Totals Include Extremely and Very Likely Responses
BSU Office of Charter Schools
122
Accountability Report 2007-08
BSU Office of Charter Schools
123
Accountability Report 2007-08
BSU Office of Charter Schools
124
Accountability Report 2007-08
INDIANA MATH AND SCIENCE
ACADEMY - INDY of BSU Charter Schools
“Belong - Believe - Achieve”
www.imsaindy. org
Grades Served . . . . . . . . . . . . . . . . . . . . . . . .6-8
2007-2008 Enrollment . . . . . . . . . . . . . . . . . . .182
Enrollment at capacity . . . . . . . . . . . . . . . . . . .225
Year Opened: 2007-2008
Final Year in Current Contract: 2013-2014
Educational Program
Indiana Math and Science Academy is an inner-city,
college-preparatory middle and high school created to
improve performance in math and science secondary
education. In a learning environment of small class sizes,
individualized learning, and multiple instructional
strategies IMSA brings together best practices in math
and science education, empowering our students with
high intellectual standards as they prepare for college,
careers, and citizenship in the global economy.
Through small class sizes, relationships are personalized
between teachers and students. Customized and
individualized instruction for each student is central to
the teaching approach at the Indiana Math and Science
Academy. The mentorship program further supports
students and allows strong relationships to develop.
Clearly defined high expectations for academic
achievement and conduct make no excuses based on the
background of students. With an extended school day,
week, and year, students are provided with more time in
the classroom to acquire the academic knowledge and
skills that will prepare them for the nation’s best colleges
and the world beyond.
Mission
The mission of the Indiana Math and Science Academy
(IMSA) is to provide an environment of learning for
educationally under-resourced students through a
rigorous college preparatory program. The school focuses
on science, mathematics, and technology in an
atmosphere that provides students, parents, and teachers
opportunities for continuous growth.
The Indiana Math and Science Academy administration
and faculty understand that great schools require a high
level of student, parent, and community involvement.
Parents and teachers are expected to maximally
participate in helping students learn though science fair
projects, Olympiad competitions, national trips, overseas
summer programs, Saturday SAT and ACT educational
camps, and all other school-related activities.
BSU Office of Charter Schools
125
Accountability Report 2007-08
Indiana Math and
Science Academy - Indy
4575 W. 38th Street
Indianapolis, IN 46206
(317) 289-0025
INDIANA MATH AND SCIENCE ACADEMY
of BSU Charter Schools
Demographic Summary
Indiana Math and Science Academy has a student population that is 75.8% black, higher than the Indianapolis
Public Schools and the state average. More than 79% of the students qualify for free and reduced lunch,
compared to 79.6% at Indianapolis Public Schools and 39.2% across the state (Figure X-2). The percentage of
students receiving special education services is 6.8%, lower than both the neighboring school system and the
statewide average.
Academic Progress
results for 2008 are received. Because this was the first
year of operation, Indiana Math and
Science Academy did not receive an AYP determination
or a category placement for P.L.221. Of students taking
NWEA MAP assessment both fall and spring, more than
half met the individual growth target in reading and
language arts. The percent meeting individual growth
targets in math was lower, at 35.7% (Table Y-3).
ISTEP+ results for sixth- and seventh-grade students at
Indiana Math and Science Academy were lower than that
of students at IPS and the state average. Eighth-grade
students represented the lowest performing grade level,
with only 26% passing both tests. About one-third of the
eighth-graders passed English/language arts, with math
scores much better at 43% (Table Y-2). These scores are
not a true reflection of the school as ISTEP+ is administered in September shortly after this school opened. A
clearer picture of the school will be possible after ISTEP+
Constituent Survey
somewhat better (Figure Z-2). There was a high rating of
the school from parents and staff when asked how likely
they were to recommend, continue, and increase support
of their school (Figure Z-3).
Parents (n=19), staff (n=14), and board (n=0*) responded
to the constituent survey. When asked about the
educational quality of the school, 83% of parents and
79% of the staff rated it as excellent/very good (Figure
Z-1). When it came to comparing the overall quality of
education to that of other schools, 94% of the parents
and 86% of the staff rated the school as much better/
*Base size was not large enough to report.
Financial Review
The school met Ball State University Office of Charter
School’s expectations in the area of financial obligations
to Ball State University. Payments of all obligations were
made within 30 days.
Financially, the school met Ball State University Office
of Charter School’s expectations in the area of Financial
Viability Results. It completed its first year in a financially
acceptable position. Expenses exceeded budgeted
expenses and revenues were less than budgeted
revenues. Expenses appeared to be appropriate. The
school completed the year with a positive cash balance.
The school will need to monitor expense levels compared
to revenue in 2008-2009.
BSU Office of Charter Schools
126
Accountability Report 2007-08
INDIANA MATH AND SCIENCE ACADEMY
of BSU Charter Schools
School Improvement
To improve student ISTEP+ performance, Indiana Math
and Science Academy has taken the following steps:
• Redesigned instruction to help students master
content standards.
• Placed students in after-school tutoring classes in core subject areas based on ISTEP and NWEA scores.
• Implemented pull-out program to tutor students based on NWEA and ISTEP + results.
• Utilized NWEA and ISTEP scores in IEP development.
• Conducted Classroom/Student Assessment
Revisions in grade-level meetings.
• Focused professional development on intervention strategies.
BSU Office of Charter Schools
127
Accountability Report 2007-08
INDIANA MATH AND SCIENCE ACADEMY
of BSU Charter Schools
Student Demographics
Figure X-1:
Race/Ethnicity Percentages: 2007-2008
Figure X-2:
Percentages of Students Qualifying for Free & Reduced Lunch: 2007-2008
Figure X-3:
Percentages of Students in Special Education: 2007-2008
Data Source: Indiana Department Of Education
BSU Office of Charter Schools
128
Accountability Report 2007-08
INDIANA MATH AND SCIENCE ACADEMY
of BSU Charter Schools
Program Statistics
Table Y-1:
Table Y-2:
Attendance Rates
Academic
Year
Indiana Math and Science
Academy
Indianapolis Public
Schools
Indiana
2007-08
94.6%
94.1%
96%
Percentages Passing ISTEP+
ENGLISH/LA
Grade # Tested
Table Y-3:
BOTH ENGLISH & MATH
Math and
Science
IPS
Indiana
Math and
Science
IPS
Indiana
Math and
Science
IPS
Indiana
6
58
47%
53%
73%
53%
70%
81%
40%
48%
68%
7
78
44%
48%
71%
60%
63%
80%
39%
41%
66%
70%
43%
33%
64%
8
MATH
51
31%
43%
47%
75%
26%
NWEA Percent Meeting Target Growth Rate
READING
LANGUAGE ARTS
MATH
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
59
50.8%
45
55.6%
84
35.7%
Data Source: NWEA
Schools in their first year of operation do not receive an AYP determination or a PL221 Category PLacement
BSU Office of Charter Schools
129
Accountability Report 2007-08
INDIANA MATH AND SCIENCE ACADEMY
of BSU Charter Schools
Constituent Surveys
Figure Z-1:
How would you rate the overall quality of education?
Figure Z-2:
How would you compare the overall quality of education to that of other schools?
Figure Z-3:
How likely are you to...Recommend the School/Continue at the School/Increase Support to
your School
*Totals Include Extremely and Very Likely Responses
BSU Office of Charter Schools
130
Accountability Report 2007-08
BSU Office of Charter Schools
131
Accountability Report 2007-08
BSU Office of Charter Schools
132
Accountability Report 2007-08
IRVINGTON
COMMUNITY SCHOOL of BSU Charter Schools
“A Lighthouse for Learning”
6705 East Julian Avenue
Indianapolis, IN 46219
(317) 357-5359
www.ics-charter.org
Grades Served . . . . . . . . . . . . . . . . . . . . . . . .K-10
2007-2008 Enrollment . . . . . . . . . . . . . . . . .527
2006-2007 Enrollment . . . . . . . . . . . . . . . . . . .460
2005-2006 Enrollment . . . . . . . . . . . . . . . . . . .362
2004-2005 Enrollment . . . . . . . . . . . . . . . . . . .219
2003-2004 Enrollment . . . . . . . . . . . . . . . . . . .129
2002-2003 Enrollment . . . . . . . . . . . . . . . . . . .118
Enrollment at Capacity . . . . . . . . . . . . . . . . . . .534
Mission
Educational Program
Irvington Community School strives to educate children
by providing a proven academic curriculum paired with
an arts-and-music component within a safe environment.
Irvington Community School emphasizes achievement
and strong character education for its students. The
school plans to grow to become an excellent K-12 school
that will also serve as a resource center for the Irvington
area. Irvington Community School works to bring together
diverse community groups to strengthen the Irvington
community.
Irvington Community School is built upon the premise
that a well-conceived, liberal-arts educational program
with technologically delivered assessments can help
boost student achievement, serve the unique needs of
students and families, and offer a new model for effective
education in the 21st century. The educational program
is designed to provide a comprehensive curriculum with
high student expectations.
BSU Office of Charter Schools
133
Accountability Report 2007-08
Irvington
Community School
Year Opened: 2002-2003
Final Year in Current Contract: 2008-2009
IRVINGTON COMMUNITY SCHOOL
of BSU Charter Schools
Demographic Summary
Irvington Community School’s population reflects the neighborhood it serves on the east side of Indianapolis. It is
less diverse than either the local Indianapolis Public Schools or the statewide average, but much more diverse than
the nearby private schools. Irvington’s percentage of students on the federal lunch program has grown to more
than 40%. The school also serves approximately 11.2% of its students who are in need of special education
accommodations, lower than the state average and the local IPS schools (Figure X-3).
Academic Progress
to meeting AYP, a 5% improvement in ISTEP+ resulted in
a category placement of Exemplary Progress for P.L.221.
Of the students who completed NWEA MAP assessments
in the fall and spring, more than half met individual growth
targets in reading and math, with 68% meeting growth
targets in language arts.
In 2007-2008, Irvington Community School continued its
tradition of meeting AYP (Table Y-4), doing so for the fifth
time. ISTEP+ percent passing rates are impressive, particularly in comparison with the local IPS schools (Table Y-2).
Percent of passing falls at the upper grades, with just about
half passing both tests at grades nine and ten. In addition
Constituent Survey
question was a 74% (Figure Z-2). When asked how likely
they were to recommend, continue, and increase support
of their school, the board and parents rated the school
above 80% in all three categories. The staff scored very
low when asked if they would
recommend the school (49%), but scored above 70% in
both the continued and increase support category of their
school (Figure Z-3).
Parents (n=96), staff (n=42), and board (n=9) responded to
the constituent survey. While the parents (81%) and board
(100%) reported that the overall quality of education in the
school was excellent/very good, the staff had a lower
rating just 54% (Figure Z-1). When comparing the overall
quality of education to that of other schools, 89% of both
the board and parents agreed that the school was better/
somewhat better than others, while the staff rating for this
Financial Review
a positive cash balance. State Board of Account auditors
completed an audit for the two years ending June 30,
2007. The audit identified no significant issues.
Financially, the school approached Ball State University
Office of Charter School’s expectations in the area of
Financial Viability Results. It had a number of problems
that resulted in a cash flow shortage during the school
year, which was the school’s sixth year. Expenses
exceeded revenues although the original budget indicated
the school would have a net income at the end of the
year. Irvington Community School researched a number
of alternative financing options, and completed the year
with a favorable option to refinance and consolidate all its
loans. The school received a bridge loan that allowed it
to make all its bills current and completed the year with
BSU Office of Charter Schools
Due to cash-flow issues, the school did not meet Ball
State University Office of Charter School’s expectations
in the area of financial obligations to Ball State University.
Payment of obligations exceeded 60 days at times.
Irvington Community School maintained and submitted
an acceptable board-approved, five-year strategic plan
during the school year.
134
Accountability Report 2007-08
IRVINGTON COMMUNITY SCHOOL
of BSU Charter Schools
Student Improvement
Although Irvington was ranked by the Indiana Department
of Education as an “Exemplary” school for progress on the
ISTEP+, the school continues to strive to improve student
ISTEP+ performance in the following ways:
Although Irvington has met its AYP goals each year, the
following actions have been taken to address any areas
that might affect AYP status for 2008-2009:
• Used data to help target underperforming students with small-group work, remediation classes, and extra tutoring and homework help.
• Used ISTEP+ data to help teachers with classroom strategies, to develop small groups for targeted
support, and to identify students who need some individual help.
• Identified at-risk students who will benefit from supplementary help from Title I-funded staff.
• Hired a Title I-funded math coach, with the addition of a mathematics aide for 2008-2009.
• Organized a data committee to focus on test data.
To improve the perceptions of their school in response to
the results of the constituent survey, Irvington Community
School has taken the following actions:
NWEA data were used to improve student achievement in
the following ways:
• Tracked individual and class growth, in order to help teachers organize individual and small-group work.
• Focused academic coaches’ time on individual
students and assisting classroom teachers.
• Focused professional development on intervention strategies.
• Shared NWEA results with parents during quarterly conferences.
BSU Office of Charter Schools
• Improved record-keeping (adoption of the Power
School database).
• Tracked absences.
• Communicated more quickly with parents.
• Researched ways to enforce truancy.
135
• Worked on better communications, including a new, more accessible Web site.
• Strengthened its student-management program, including Behavior Referral Boards.
• Worked to continue to professionalize its human-
resource areas.
• Communicated Irvington Community School’s
mission and design to staff and teachers during meetings and orientation.
• Included information on what charter schools are, and how to better communicate with families in teacher orientation.
Accountability Report 2007-08
IRVINGTON COMMUNITY SCHOOL
of BSU Charter Schools
Student Demographics
Figure X-1:
Race/Ethnicity Percentages: 2007-2008
Figure X-2:
Percentages of Students Qualifying for Free & Reduced Lunch: 2007-2008
Figure X-3:
Percentages of Students in Special Education: 2007-2008
Data Source: Indiana Department Of Education
BSU Office of Charter Schools
136
Accountability Report 2007-08
IRVINGTON COMMUNITY SCHOOL
of BSU Charter Schools
Program Statistics
Table Y-1:
Table Y-2:
Attendance Rates
Academic
Year
Irvington Community
School
Indianapolis Public Schools
Indiana
2007-08
95.3%
94.1%
96%
Percentages Passing ISTEP+
ENGLISH/LA
Grade # Tested
Table Y-3:
MATH
BOTH ENGLISH & MATH
Irvington
Community
IPS
Indiana
Irvington
Community
IPS
Indiana
Irvington
Community
IPS
Indiana
3
46
83%
66%
76%
61%
60%
71%
57%
50%
64%
4
46
76%
60%
75%
80%
65%
76%
72%
51%
67%
5
46
87%
60%
76%
76%
62%
78%
76%
48%
68%
6
48
81%
53%
73%
81%
70%
81%
73%
48%
68%
7
46
76%
48%
71%
78%
63%
80%
70%
41%
66%
8
46
61%
43%
70%
70%
47%
75%
46%
33%
64%
9
67
67%
34%
67%
52%
35%
70%
49%
24%
60%
10
54
70%
34%
68%
65%
28%
67%
54%
21%
59%
PL 221
EXEMPLARY
Performance: 75.8%
Table Y-4:
Improvement: 5%
Adequate Yearly Progress
OVERALL DETERMINATION: YES
ATTENDANCE: YES
PERFORMANCE
English
Math
English
Math
Yes
Yes
Yes
Yes
Black
Yes
OVERALL
DETERMINATION: YES
Free/Reduced
Yes
Lunch
Yes
Yes
Yes
Yes
Yes
Yes
All Students
Annual Yearly Progress
Special Ed
Table Y-5:
PARTICIPATION
Yes
Data Source: Indiana Department Of Education
Yes
Yes
Yes
NWEA Percent Meeting Target Growth Rate
READING
LANGUAGE ARTS
MATH
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
390
56.4%
391
68%
391
57.5%
BSU Office of Charter Schools
137
Accountability Report 2007-08
IRVINGTON COMMUNITY SCHOOL
of BSU Charter Schools
Constituent Surveys
Figure Z-1:
How would you rate the overall quality of education?
Figure Z-2:
How would you compare the overall quality of education to that of other schools?
Figure Z-3:
How likely are you to...Recommend the School/Continue at the School/Increase Support to
your School
*Totals Include Extremely and Very Likely Responses
BSU Office of Charter Schools
138
Accountability Report 2007-08
BSU Office of Charter Schools
139
Accountability Report 2007-08
BSU Office of Charter Schools
140
Accountability Report 2007-08
NEW COMMUNITY SCHOOL of BSU Charter Schools
“Nurturing Confident, Creative, and Capable Students”
710 North Street
West Lafayette, IN 47901
(765) 420-9617
www.ncs.lafayette.in.us
Grades Served . . . . . . . . . . . . . . . . . . . . . . . .K-7
2007-2008 Enrollment . . . . . . . . . . . . . . . .90
2006-2007 Enrollment . . . . . . . . . . . . . . . . . . .73
2005-2006 Enrollment . . . . . . . . . . . . . . . . . . .63
2004-2005 Enrollment . . . . . . . . . . . . . . . . . . .60
2003-2004 Enrollment . . . . . . . . . . . . . . . . . . .46
2002-2003 Enrollment . . . . . . . . . . . . . . . . . . .38
Enrollment at Capacity . . . . . . . . . . . . . . . . . . .90
Year Opened: 2002-2003
Final Year in Current Contract: 2008-2009
Educational Program
New Community School provides a progressive
educational alternative for families in the Lafayette/West
Lafayette community. New Community School’s mission
is to promote each child’s emotional, social, and
academic growth through creative and exploratory
learning experiences. Parents, students, and staff actively
share responsibility for the well-being of the school and
the growth of confident, creative, and capable students.
New Community School offers small classes led by highly
educated, caring teachers as well as a strong sense of
community. New Community School is a democratic
environment in which real and worthwhile choices are
available for children within the context of respect, safety,
and self-discipline.
New Community School places an emphasis on integrated
learning in order to build on the natural curiosity of children.
There is also an emphasis on problem formation, critical
thinking, and problem solving in order to foster independent
thought. The teaching is flexible and responsive to each
child’s strengths, needs, and style of learning. As a school
with a progressive educational philosophy, high value is
placed on instruction in art, music, movement, and foreign
language acquisition. The school offers opportunities for
many levels of parent involvement that range from teaching
classes to numerous committee opportunities.
BSU Office of Charter Schools
141
Accountability Report 2007-08
New Community School
Mission
NEW COMMUNITY SCHOOL
of BSU Charter Schools
Demographic Summary
New Community School serves a more diverse student population than the community at large. With a
primarily Caucasian population, 30% of the student body are of another race or are multiracial. The percentage of
NCS students receiving free or reduced lunches is less than Lafayette School Corporation, one of the
corporations from which most of the student population comes (Figure X-2). A similar pattern is reflected in regard
to the percentage of students in need of special education services, with NCS being slightly below Lafayette
School Corporation and above the state average.
Academic Progress
(Table Y-2). Scores were also better than or similar to the
state average in grades four and five. Of particular note
is that100% of fifth-graders passed math and 92% of
fourth-graders passed English/language arts. Of students
tested in both fall and spring on NWEA MAP assessment,
78.6% met individual growth targets in reading and 81%
met individual growth targets in language arts. The percentage dropped significantly in math, where only 52.4%
were successful in meeting growth targets.
New Community School met the requirements for AYP in
2007 (Table Y-4) and also earned an Exemplary Progress
P.L.221 category placement, as a result of 10.2%
improvement in overall ISTEP+ results (Table Y-3).
Because New Community is a small school, there were
three grade levels with groups fewer than ten, a number
too low for meaningful percentages to be calculated. At
grades four and five, students scored higher than
students in the Lafayette School Corporation in all areas
Constituent Survey
board, parents, and staff were over 90% in rating the
school as much better/somewhat better (Figure Z-2).
There was a high rating of the school from the board,
parents, and staff when asked how likely they were to recommend, continue, and increase support of their school
(Figure Z-3).
Parents (n=45), staff (n=15), and board (n=8) responded
to the constituent survey. Eighty percent of the parents,
93% of the staff, and 88% of the board reported that the
overall quality of education in the school was
excellent/very good (Figure Z-1). When comparing the
overall quality of education to that of other schools, the
Financial Review
The school did not meet Ball State University Office of
Charter School’s expectations in the area of financial
obligations to Ball State University. Payment of
obligations exceeded 60 days at times.
Financially, the school exceeded Ball State University
Office of Charter School’s expectations in the area of
Financial Viability Results. It completed its sixth year in a
financially healthy position. Per the plan, expenses
exceeded revenues. Expenses appeared to be
appropriate. The school completed the year with a small
positive cash balance and a favorable equity basis. It is
anticipated the school will maintain strong finances in the
future. State Board of Account auditors completed an
audit for the two years ending June 30, 2007. The audit
identified no significant issues.
BSU Office of Charter Schools
New Community School maintained and submitted an
acceptable board-approved, five-year strategic plan
during the school year.
142
Accountability Report 2007-08
NEW COMMUNITY SCHOOL
of BSU Charter Schools
School Improvement
To improve student ISTEP+ performance, New Community
Charter School has taken the following steps:
• Focused professional development toward meeting needs of individual children.
• Continued responsive classroom training.
• Continued Math Their Way training opportunities.
• Offered gifted and talented education.
• Extended ongoing special education implementation.
• Increased focus on using and implementing general education intervention plans.
• Implemented summer remediation classes for
students failing ISTEP+.
• Shared test results across grade levels to inform and align curriculum.
• Continued to provide summer practice packets.
• Provided additional after-school enrichment
opportunities for students in science and writing.
To address deficiencies that might affect AYP status for
the 2008-2009 school year, New Community has taken the
following actions:
•
•
•
•
Continued to focus on good attendance.
Renewed focus on math performance.
Provided better testing environments for all students.
Gave close attention to reading difficulties early.
To improve the perceptions of their school in response
to the results of the constituent survey, New Community
School has taken the following actions:
NWEA data were used to improve student achievement in
the following ways:
• Eliminated the technical difficulties with the survey that resulted in low participation.
• Improved safety and cleanliness of building, secured a second site to ease overcrowding.
• Improved communication.
• Improved board/parent liaisons.
• Trained all teachers to use DesCartes manuals to more closely pinpoint different needs for every
student.
• Continued to increase math resources and reference materials for teachers.
BSU Office of Charter Schools
• Increased math practice in primary grades.
• Provided student goal sheets to stimulate
conversations with students about purpose and focus.
• Implemented after-school programming in science and writing.
• Used the after-school program as a resource for
curriculum development and revision.
143
Accountability Report 2007-08
NEW COMMUNITY SCHOOL
of BSU Charter Schools
Student Demographics
Figure X-1:
Race/Ethnicity Percentages: 2007-2008
Figure X-2:
Percentages of Students Qualifying for Free & Reduced Lunch: 2007-2008
Figure X-3:
Percentages of Students in Special Education: 2007-2008
Data Source: Indiana Department Of Education
BSU Office of Charter Schools
144
Accountability Report 2007-08
NEW COMMUNITY SCHOOL
of BSU Charter Schools
Program Statistics
Table Y-1:
Table Y-2:
Attendance Rates
Academic
Year
New Community
School
Lafayette School Corporation
Indiana
2007-08
94.5%
95.8%
96%
Percentages Passing ISTEP+
ENGLISH/LA
Grade # Tested
New
Community
MATH
Laf. Indiana
Corp.
68% 76%
New
Community
BOTH ENGLISH & MATH
Laf. Indiana
Corp.
59% 71%
New
Community
Laf. Indiana
Corp.
52% 64%
3
9
***
4
12
92%
63%
75%
75%
65%
76%
75%
54%
67%
5
12
67%
62%
76%
100%
65%
78%
67%
53%
68%
6
6
***
65%
73%
***
66%
81%
***
54%
68%
7
7
***
63%
71%
***
69%
80%
***
56%
66%
***
***
***Percentages are not calculated for grades in which less than 10 students were tested.
Table Y-3:
PL 221
EXEMPLARY
Performance: 82.7%
Table Y-4:
Improvement: 10.2%
Adequate Yearly Progress
OVERALL DETERMINATION: YES
ATTENDANCE: YES
PARTICIPATION
All Students
Table Y-5:
English
Math
English
Math
Yes
Yes
Yes
Yes
NWEA Percent Meeting Target Growth Rate
READING
LANGUAGE ARTS
MATH
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
42
78.6%
42
81%
42
52.4%
Data Source: NWEA
BSU Office of Charter Schools
145
Accountability Report 2007-08
NEW COMMUNITY SCHOOL
of BSU Charter Schools
Constituent Surveys
Figure Z-1:
How would you rate the overall quality of education?
Figure Z-2:
How would you compare the overall quality of education to that of other schools?
Figure Z-3:
How likely are you to...Recomment the School/Continue at the School/Increase Support to you
School?
*Totals Include Extremely and Very Likely Responses
BSU Office of Charter Schools
146
Accountability Report 2007-08
BSU Office of Charter Schools
147
Accountability Report 2007-08
BSU Office of Charter Schools
148
Accountability Report 2007-08
OPTIONS CHARTER
SCHOOL - CARMEL of BSU Charter Schools
“Belong - Believe - Achieve”
530 West Carmel Drive
Carmel, IN 46032
(317) 815-2098
www.optionsined.org
Grades Served . . . . . . . . . . . . . . . . . . . . . . . .9-12
2007-2008 Enrollment . . . . . . . . . . . . . . . . . . .127
2006-2007 Enrollment . . . . . . . . . . . . . . . . . . .131
2005-2006 Enrollment . . . . . . . . . . . . . . . . . . .128
2004-2005 Enrollment . . . . . . . . . . . . . . . . . . .130
2003-2004 Enrollment . . . . . . . . . . . . . . . . . . .104*
2002-2003 Enrollment . . . . . . . . . . . . . . . . . . .104*
Enrollment at Capacity . . . . . . . . . . . . . . . . . . .130
Year Opened: 2002-2003*
Final Year in Current Contract: 2010-2011
* Options Charter School was authorized by the Carmel-Clay
School District during the 02-03 and 03-04 school years.
Educational Program
The Options Charter School provides a caring community
to those students seeking an alternative to the traditional
high school program. Utilizing a variety of innovative
approaches, the school focuses on the educational
success, health and wellness of each student. Options
Charter School’s purpose is to develop responsible
individuals who are skilled problem solvers and caring,
productive citizens.
The purpose of Options Charter School is accomplished
through an educational program that meets the Indiana
Academic Standards for a Core 40 diploma. Teachers in
this small learning environment are able to focus on the
students’ learning styles, talents, developmental levels,
and emotional needs. It is a place where those students
who have disengaged from the learning process can
re-engage, and those students who need a non-traditional
approach to learning can flourish. The program
progresses from the classroom to the community, as
students complete internships and service learning
projects with the help of the staff and volunteer mentors
from the business sector.
BSU Office of Charter Schools
149
Accountability Report 2007-08
Options Charter School
Carmel
Mission
OPTIONS CHARTER SCHOOL - CARMEL
of BSU Charter Schools
Demographic Summary
Recognized as an alternative school by the Indiana Department of Education, nearly all of the enrolled students
have experienced academic failure or performance well below expectations in previous academic settings. There is
less diversity than the average of schools statewide. The student population served by Options Charter School—
Carmel, is 91.3% white. Only 11% of the population reported qualification for free or reduced lunches, but
compared to that of the local public school corporation (6.3%). Options Charter School—Carmel serves a high
percentage of students in need of special education services, double that of the statewide average and more than
double the average in the nearby Carmel Clay Schools (Figure X-3).
Academic Progress
between Options—Carmel and the neighboring Carmel
Clay Schools is significant. Of the students who took the
NWEA MAP assessment both fall and spring, more than
half met individual growth targets, with 66.7% meeting
individual growth targets in language arts.
Options Charter School—Carmel met AYP in 2007 (Table
Y-4). The category placement remained at Academic
Probation because the improvement rate was 0% (Table
Y-3). ISTEP+ scores for students passing both tests were
low. The lowest percent on subtests was 27% of tenthgraders who passed the math test. The difference
Constituent Survey
education to that of other schools (Figure Z-2). Eighty-two
percent of parents were likely to recommend, while 91%
said they would continue, and 74% would increase
support of the school (Figure Z-3).
Parents (n=55), staff (n=2*), and board (n=1*) responded
to the constituent survey. When asked to rate the overall
quality of education, 64% of the parents rated the school
as excellent/very good (Figure Z-1). The parents also had
a 64% rating of the school as much better/somewhat
better when it came to comparing the overall quality of
*Base size was not large enough to report.
Financial Review
The school met Ball State University Office of Charter
School’s expectations in the area of financial obligations
to Ball State University. Payments of all obligations were
made within 30 days.
Financially, the school exceeded Ball State University
Office of Charter School’s expectations in the area of
Financial Viability Results. It completed its sixth year in a
financially healthy position. Revenue exceeded expenses,
resulting in a positive net income position. Expenses
appeared to be appropriate. The school completed the
year with a positive cash balance and a favorable equity
basis. It is anticipated the school will maintain strong
finances in the future. State Board of Account auditors
completed an audit for the two years ending June 30,
2007. The audit identified three issues. All issues were
addressed by Options—Carmel.
BSU Office of Charter Schools
Options—Carmel maintained and submitted an
acceptable board-approved, five-year strategic plan
during the school year.
150
Accountability Report 2007-08
OPTIONS CHARTER SCHOOL - CARMEL
of BSU Charter Schools
School Improvement
To improve student ISTEP+ performance, Options Charter
School - Carmel has taken the following steps:
To improve the perceptions of their school in response
to the results of the constituent survey, Options Charter
School - Carmel has taken the following actions:
• Used ISTEP+ data to establish individualized goals for students in their ISP’s (Individualized Service Plans).
• Set mastery goals of 75% for students to receive credit in a class.
• Established support to minimize student test phobia and anxiety, and improve participation.
• Constructed a comprehensive communication plan.
• Included parents and students on both standing and temporary committees.
• Included parents and students in the interviewing process.
• Publicized school-wide projects and events.
• Added a mentorship program.
• Instituted a retreat with the administrative staff and board of directors that focuses on the school’s
mission and strategic planning to meet that mission.
NWEA data were used to improve student achievement in
the following ways:
• Incorporated mastery of the writing standards into curriculum.
• Created an ISP (Individual Service Plan) for each
student with academic goals based partially upon the NWEA results.
• Shared ISP’s with parents twice yearly during student-led parent/advisor conferences.
To address deficiencies that might affect AYP status for
the 2008-2009 school year, Options Charter School Carmel has taken the following actions:
• Hired a director of special education, who serves both the Noblesville and Carmel campuses.
• Implemented an attendance policy that has stricter consequences for non-compliance.
• Instituted positive rewards for good behavior.
• Addressed concerns and phobias over ISTEP
testing on an individual basis to minimize test anxiety and improve participation.
BSU Office of Charter Schools
151
Accountability Report 2007-08
OPTIONS CHARTER SCHOOL - CARMEL
of BSU Charter Schools
Student Demographics
Figure X-1:
Race/Ethnicity Percentages: 2007-2008
Figure X-2:
Percentages of Students Qualifying for Free & Reduced Lunch: 2007-2008
Figure X-3:
Percentages of Students in Special Education: 2007-2008
Data Source: Indiana Department Of Education
BSU Office of Charter Schools
152
Accountability Report 2007-08
OPTIONS CHARTER SCHOOL - CARMEL
of BSU Charter Schools
Program Statistics
Table Y-1:
Table Y-2:
Attendance Rates
Academic
Year
Options Charter School Carmel
Carmel - Clay Schools
Indiana
2007-08
94.8%
96.9%
96%
Percentages Passing ISTEP+
ENGLISH/LA
Grade # Tested
Table Y-3:
Options CS Carmel
MATH
C.
Indiana
Clay
Options CS Carmel
BOTH ENGLISH & MATH
C.
Indiana
Clay
Options CS Carmel
C.
Indiana
Clay
9
12
50%
92%
67%
50%
94%
70%
33%
90%
60%
10
22
59%
92%
68%
27%
95%
67%
18%
90%
59%
PL 221
ACADEMIC PROBATION
Performance: 15.4%
Table Y-4:
Improvement: 0.0%
Adequate Yearly Progress
OVERALL DETERMINATION: YES
ATTENDANCE: YES
PERFORMANCE
All Students
Table Y-5:
PARTICIPATION
English
Math
English
Math
Yes
Yes
N/A
N/A
NWEA Percent Meeting Target Growth Rate
READING
LANGUAGE ARTS
MATH
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
70
60%
69
66.7%
72
59.7%
BSU Office of Charter Schools
153
Accountability Report 2007-08
OPTIONS CHARTER SCHOOL - CARMEL
of BSU Charter Schools
Constituent Surveys
Figure Z-1:
How would you rate the overall quality of education?
Figure Z-2:
How would you compare the overall quality of education to that of other schools?
Figure Z-3:
How likely are you to... Recommend the School/Continue at the School/Increase Support to you
School?
*Totals Include Extremely and Very Likely Responses
BSU Office of Charter Schools
154
Accountability Report 2007-08
BSU Office of Charter Schools
155
Accountability Report 2007-08
BSU Office of Charter Schools
156
Accountability Report 2007-08
“Belong - Believe - Achieve”
9945 Cumberland Pointe Road
Noblesville, IN 46060
(317) 815-2098
www.optionsined.org
Grades Served . . . . . . . . . . . . . . . . . . . . . . . .9-12
2007-2008 Enrollment . . . . . . . . . . . . . . . . . . .129
2006-2007 Enrollment . . . . . . . . . . . . . . . . . . .109
Enrollment at capacity . . . . . . . . . . . . . . . . . . .130
Year Opened: 2006-2007
Final Year in Current Contract: 2012-2013
Mission
Educational Program
The Options Charter School provides a caring community
to those students seeking an alternative to the traditional
high school program. Utilizing a variety of innovative
approaches, the school focuses on the educational
success, health, and wellness of each student. Our
purpose is to develop responsible individuals who are
skilled problem solvers and caring, productive citizens.
The purpose of Options Charter School is accomplished
through an educational program that meets the Indiana
Academic Standards for a Core 40 diploma. Teachers in
this small learning environment are able to focus on the
students’ learning styles, talents, developmental levels,
and emotional needs. It is a place where those students
who have disengaged from the learning process can
re-engage, and those students who need a non-traditional
approach to learning can flourish. The program
progresses from the classroom to the community, as
students complete internships and service-learning
projects with the help of the staff and volunteer mentors
from the business sector.
BSU Office of Charter Schools
157
Accountability Report 2007-08
Options Charter School
Noblesville
OPTIONS CHARTER
SCHOOL - NOBLESVILLE of BSU Charter Schools
OPTIONS CHARTER SCHOOL - NOBLESVILLE
of BSU Charter Schools
Demographic Summary
The Options Charter School—Noblesville opened in the fall of 2006. It is recognized as an alternative school by the
Indiana Department of Education. Nearly all of the enrolled students have experienced academic failure or performance well below expectations in previous academic settings. The student population is similar to surrounding
schools in the Noblesville district in its lack of diversity. This nearly all-white high school reflects the ethnic demographics of its local community, if not the statewide averages. The percentage of students in need of economic assistance is higher than the local average, 20.2%. The school differs significantly from the other area public schools
in the percentage of students receiving special education services. At 34.6%, Options—
Noblesville has nearly double the percentage of students in Noblesville schools or in the statewide average
(Figure X-3).
Academic Progress
English/language arts (40%) than in math (28%). Both
ninth- and tenth-grade scores were lower than those of
the neighboring Noblesville Schools or the state average.
More than half of the students who completed NWEA
MAP in both fall and spring met individual growth targets
in language arts and math. Sixty-one-and-a-half percent
of students met individual growth targets in reading (Table
Y-5).
Options Charter School—Noblesville did not meet AYP
due to participation rate, rather than student achievement
results (Table Y-4). Students did show a 12.8%
improvement in overall ISTEP+ results, earning a
Commendable Progress category placement for P.L.221
(Table Y-3). Ninth-grade results on ISTEP+ were much
better than results for tenth grade, where only 23%
passed both tests. Tenth-graders had better results in
Constituent Survey
compared the overall quality of education to that of other
schools (Figure Z-2). There was a high rating in all three
categories of the school from both the parents and staff
when asked how likely they were to recommend, continue, and increase support of their school (Figure Z-3).
Parents (n=41), staff (n=9), and board (n=1*) responded
to the constituent survey. Eighty-three percent of the
parents reported that the overall quality of education in
the school was excellent/very good, while the staff rated
the overall quality at 56% (Figure Z-1). Parents (85%) said
the school was much better/somewhat better when it
came to comparing the overall quality of education to that
of other schools. The staff (56%) was much lower when it
*Base size was not large enough to report.
Financial Review
The school met Ball State University Office of Charter
School’s expectations in the area of financial obligations
to Ball State University. Payments of all obligations were
made within 30 days.
Financially, the school exceeded Ball State University
Office of Charter School’s expectations in the area of
Financial Viability Results. It completed its second year in a
financially healthy position. Revenue exceeded expenses,
resulting in a positive net income position. Expenses
appeared to be appropriate. The school completed the
year with a small positive cash balance. It is anticipated
the school will maintain strong finances in the future. State
Board of Account auditors completed an audit for the year
ending June 30, 2007. The audit identified one issue. The
issue was addressed by Options—Noblesville.
BSU Office of Charter Schools
Options—Noblesville maintained and submitted an
acceptable board-approved, five-year strategic plan during
the school year.
158
Accountability Report 2007-08
OPTIONS CHARTER SCHOOL - NOBLESVILLE
of BSU Charter Schools
School Improvement
To improve student ISTEP+ performance, Options Charter
School - Noblesville has taken the following steps:
To improve the perceptions of their school in response
to the results of the constituent survey, Options Charter
School - Noblesville has taken the following actions:
• Established individualized goals for students in their ISP’s (Individualized Service Plans) using ISTEP+ data.
• Set mastery goals of 75% for students to receive credit for a class.
• Established support to minimize student test phobia and anxiety.
NWEA data were used to improve student achievement in
the following ways:
• Incorporated mastery of the writing standards into curriculum.
• Created an ISP (Individual Service Plan) for each stu
dent with academic goals based partially upon the NWEA results.
• Shared ISP’s with parents twice yearly during student-led parent/advisor conferences.
• Constructed a comprehensive communication plan.
• Included parents and students on both standing and temporary committees.
• Included parents and students in the interviewing process.
• Publicized school-wide projects and events.
• Added a mentorship program.
• Instituted a retreat with the administrative staff and board of directors that focuses on the school’s
mission and strategic planning to meet that mission.
To address deficiencies that might affect AYP status for
the 2008-2009 school year, Options Charter
School - Noblesville has taken the following actions:
• Hired a director of special education, who serves both the Noblesville and Carmel campuses.
• Implemented an attendance policy that has stricter consequences for non-compliance.
• Instituted positive rewards for good behavior.
BSU Office of Charter Schools
159
Accountability Report 2007-08
OPTIONS CHARTER SCHOOL - NOBLESVILLE
of BSU Charter Schools
Student Demographics
Figure X-1:
Race/Ethnicity Percentages: 2007-2008
Figure X-2:
Percentages of Students Qualifying for Free & Reduced Lunch: 2007-2008
Figure X-3:
Percentages of Students in Special Education: 2007-2008
Data Source: Indiana Department Of Education
BSU Office of Charter Schools
160
Accountability Report 2007-08
OPTIONS CHARTER SCHOOL - NOBLESVILLE
of BSU Charter Schools
Program Statistics
Table Y-1:
Table Y-2:
Attendance Rates
Academic
Year
Options Charter School Noblesville
Noblesville Schools
Indiana
2006-07
93.8%
96.1%
96%
Percentages Passing ISTEP+
ENGLISH/LA
Grade # Tested
Options CS Noblesville
MATH
Nbls. Indiana
Options CS Noblesville
BOTH ENGLISH & MATH
Nbls. Indiana
Options CS Noblesville
Nbls. Indiana
9
13
62%
79%
67%
54%
89%
70%
54%
77%
60%
10
43
40%
82%
68%
28%
66%
67%
23%
79%
59%
Data Source: Indiana Department of Education
Table Y-3:
PL 221
COMMENDABLE
Performance: 32.7%
Table Y-4:
Improvement: 12.8%
Adequate Yearly Progress
OVERALL DETERMINATION: NO
ATTENDANCE: NO
PERFORMANCE
All Students
Table Y-5:
PARTICIPATION
English
Math
English
Math
Yes
Yes
No
No
NWEA Percent Meeting Target Growth Rate
READING
LANGUAGE ARTS
MATH
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
52
61.5%
55
54.5%
76
52.6%
BSU Office of Charter Schools
161
Accountability Report 2007-08
OPTIONS CHARTER SCHOOL - NOBLESVILLE
of BSU Charter Schools
Constituent Surveys
Figure Z-1:
How would you rate the overall quality of education?
Figure Z-2:
How would you compare the overall quality of education to that of other schools?
Figure Z-3:
How likely are you to... Recommend the School/Continue at the School/Increase Support to
your School
*Totals Include Extremely and Very Likely Responses?
BSU Office of Charter Schools
162
Accountability Report 2007-08
BSU Office of Charter Schools
163
Accountability Report 2007-08
BSU Office of Charter Schools
164
Accountability Report 2007-08
TIMOTHY L. JOHNSON
ACADEMY of BSU Charter Schools
“A Different Kind of Public School”
7908 South Anthony Boulevard
Fort Wayne, IN 46816
(260) 441-8727
Grades Served . . . . . . . . . . . . . . . . . . . . . . . .K-5
2007-2008 Enrollment . . . . . . . . . . . . . . . . . . .187
2006-2007 Enrollment . . . . . . . . . . . . . . . . . . .224
2005-2006 Enrollment . . . . . . . . . . . . . . . . . . .226
2004-2005 Enrollment . . . . . . . . . . . . . . . . . . .277
2003-2004 Enrollment . . . . . . . . . . . . . . . . . . .218
2002-2003 Enrollment . . . . . . . . . . . . . . . . . . .174
Enrollment at Capacity . . . . . . . . . . . . . . . . . . .225
Year Opened: 2002-2003
Final Year in Current Contract: 2008-2009
Mission
Educational Program
Timothy L. Johnson Academy was established to serve
students who are at risk due to economic, educational, or
social disadvantage. The academy provides a choice in the
array of public education alternatives available to parents
and children to better suit individual needs. The academy
provides a safe, secure, and welcoming environment that
has teachers with expertise in specific subject areas dedicated to helping students master the core curriculum. The
program provides students with experience-based, handson curriculum, an all-day kindergarten, and a focus on the
fine and performing arts.
Timothy L. Johnson Academy’s curriculum is designed to
encourage teachers to work in subject areas in which they
are particularly well qualified. Teachers work
collaboratively to design and map a sequence of
instruction that correlates the content of the four core
subject areas throughout the school year. The educational
program emphasizes the performing arts as a way of
addressing the needs of the whole child. Music, art, and
drama are provided as a part of the regular curriculum.
BSU Office of Charter Schools
165
Accountability Report 2007-08
Timothy L. Johnson
Academy
www.optionsined.org
TIMOTHY L. JOHNSON ACADEMY
of BSU Charter Schools
Demographic Summary
Unlike the local Fort Wayne Community School district, which serves a diverse population, nearly all of Timothy L.
Johnson Academy students are black. More than half of Fort Wayne Community Schools’ students received free or
reduced cost lunches in 2006-2007, a higher percentage than the statewide average, but lower than the 94.1% of
Timothy L. Johnson Academy students. The school has a lower percentage of students in need of special
education services than either the local schools or the statewide average (Figure X-3).
Academic Progress
3.9% improvement overall in ISTEP+ results earned an
Academic Watch category placement for P.L.221 (Table
Y-3). Of the students tested on NWEA in both fall and
spring, nearly half met individual growth targets in language
arts and math. Only about one-third (36.3%) met individual
growth targets in reading (Table Y-5).
ISTEP+ scores at TLJ fall below that of the neighboring Ft.
Wayne Community Schools and the state average. The
highest percent passing is found at 47% for third-grade
English/language arts and math and the lowest at 21% for
fourth-grade math (Table Y-2). Poor performance in math
resulted in the school’s not meeting AYP in 2007. The
Constituent Survey
(Figure Z-2). There was a high rating of the school from
the parents and staff of more than 85% in all three
categories when asked how likely they were to
recommend, continue, and increase support of their
school (Figure Z-3).
Parents (n=43), staff (n=15), and board (n=0*) responded
to the constituent survey. Parents (79%) and staff (93%)
reported that the overall quality of education was
excellent/very good in the school (Figure Z-1). When
asked to compare the overall quality of education to that
of other schools, 81% of the parents and 100% of the
staff rated the school as much better/somewhat better
*Base size was not large enough to report.
Financial Review
two years ending June 30, 2007. The audit identified four
issues. All issues were addressed by Timothy L. Johnson
Leadership Academy.
Financially, the school exceeded Ball State University
Office of Charter School’s expectations in the area of
Financial Viability Results. The school completed its sixth
year in a financially healthy position. Expenses exceeded
revenues, as was planned in the budget. Expenses
appeared to be appropriate. The school completed the
year with a small positive cash balance. Due to planned
increases in expenses for purchasing a new school bus
for student transportation and additional educational
focus, the school moved to a small negative equity
position from a positive position the previous year. State
Board of Account auditors completed an audit for the
BSU Office of Charter Schools
The school met Ball State University Office of Charter
School’s expectations in the area of financial obligations
to Ball State University. Payments of all obligations were
made within 30 days.
Timothy L. Johnson Leadership Academy maintained
and submitted an acceptable board-approved, five-year
strategic plan during the school year.
166
Accountability Report 2007-08
TIMOTHY L. JOHNSON ACADEMY
of BSU Charter Schools
School Improvement
To improve student ISTEP+ performance, Timothy L.
Johnson Academy has taken the following steps:
To address deficiencies that might affect AYP status for
the 2008-2009 school year, Timothy L. Johnson Academy
has taken the following actions:
• Completed ISTEP+ worksheets to identify strengths and weaknesses in classes, grade levels and the school as a whole.
• Developed strategies to improve class, grade, and school areas of weakness.
• Included use of test vocabulary more frequently.
• Modified pacing guides to include measurement earlier in the year.
• Disaggregated ISTEP+ data based in Indiana
Educational Standard deficiencies.
• Implemented 6+1 Trait writing.
• Devoted time daily to instruction of problem-solving techniques and answering constructed response questions.
• Wrote Personalized Education Plans for all students grades K-5.
• Awarded students for good attendance.
• Trained teachers in the C.L.A.S.S. (Connected
Learning Assures Student Success) methodology.
To improve the perceptions of their school in response to
the results of the constituent survey, Timothy L. Johnson
Academy has taken the following actions:
• Added Honor Roll and Highest Honor to our list of quarterly achievement awards, including Citizenship and Attendance.
• Implemented several after-school activities
including a math and science club, student
newsletter, and O Ambassadors.
• Added a second bus.
• Installed a new playground.
• Instituted weekly visits from the technology
consultant.
• Scheduled monthly electronic field trips.
• Utilized mobile, wireless computer lab.
NWEA data were used to improve student achievement in
the following ways:
• Used NWEA data strengths and weaknesses as well as the areas of highest growth in each of the classes.
• Used NWEA data to identify the areas of significant differences in abilities in the classroom.
• Grouped students in math and reading using NWEA data.
• Discussed scores with students to create individual goals.
• Employed same strategies used with ISTEP+ to help with NWEA.
BSU Office of Charter Schools
167
Accountability Report 2007-08
TIMOTHY L. JOHNSON ACADEMY
of BSU Charter Schools
Student Demographics
Figure X-1:
Race/Ethnicity Percentages: 2007-2008
Figure X-2:
Percentages of Students Qualifying for Free & Reduced Lunch: 2007-2008
Figure X-3:
Percentages of Students in Special Education: 2007-2008
Data Source: Indiana Department Of Education
BSU Office of Charter Schools
168
Accountability Report 2007-08
TIMOTHY L. JOHNSON ACADEMY
of BSU Charter Schools
Program Statistics
Table Y-1:
Table Y-2:
Attendance Rates
Academic
Year
Timothy L. Johnson
Academy
Ft. Wayne Community Schools
Indiana
2007-08
97.1%
95.3%
96%
Percentages Passing ISTEP+
ENGLISH/LA
Timothy L.
Johnson
Grade # Tested
Table Y-3:
MATH
F.W. Indiana
Timothy L.
Johnson
BOTH ENGLISH & MATH
F.W. Indiana
Timothy L.
Johnson
F.W. Indiana
3
32
47%
67%
76%
21%
67%
71%
16%
57%
64%
4
16
41%
68%
75%
37%
74%
76%
30%
62%
67%
5
8
31%
67%
76%
23%
73%
78%
8%
60%
68%
PL 221
ACADEMIC WATCH
Performance: 33.5%
Table Y-4:
Improvement: 3.9%
Adequate Yearly Progress
OVERALL DETERMINATION: NO
ATTENDANCE: YES
PERFORMANCE
English
Math
English
Math
All Students
Yes
No
Yes
Yes
Black
Yes
No
Yes
Yes
Yes
No
Yes
Yes
Free/Reduced
Lunch
Table Y-5:
PARTICIPATION
NWEA Percent Meeting Target Growth Rate
READING
LANGUAGE ARTS
MATH
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
87
36.3%
90
47.8%
91
45.1%
BSU Office of Charter Schools
169
Accountability Report 2007-08
TIMOTHY L. JOHNSON ACADEMY
of BSU Charter Schools
Constituent Surveys
Figure Z-1:
How would you rate the overall quality of education?
Figure Z-2:
How would you compare the overall quality of education to that of other schools?
Figure Z-3:
How likely are you to... Recommend the School/Continue at the School/Increase Support to
your School
*Totals Include Extremely and Very Likely Responses?
BSU Office of Charter Schools
170
Accountability Report 2007-08
BSU Office of Charter Schools
171
Accountability Report 2007-08
BSU Office of Charter Schools
172
Accountability Report 2007-08
SOUTHERN REGION
“Education From Within”
4102 St. Joseph Road
New Albany, IN 47150
(812) 948-1000
www.shiningminds.com
Grades Served . . . . . . . . . . . . . . . . . . . . . . . .K-9
2007-2008 Enrollment . . . . . . . . . . . . . . . . . . .443
2006-2007 Enrollment . . . . . . . . . . . . . . . . . . .316
2005-2006 Enrollment . . . . . . . . . . . . . . . . . . .286
2004-2005 Enrollment . . . . . . . . . . . . . . . . . . .166
2003-2004 Enrollment . . . . . . . . . . . . . . . . . . .124
2002-2003 Enrollment . . . . . . . . . . . . . . . . . . .75
Enrollment at Capacity . . . . . . . . . . . . . . . . . . .387
Year Opened: 2002-2003
Final Year in Current Contract: 2008-2009
Mission
Educational Program
Respecting children—Engaging families—Encouraging
thoughts—Embracing the community. Community
Montessori gives children an environment that respects all
people and ideas. The school also gives families a vehicle
in which to learn cooperatively, have fun, and promote
peace. The school family continues to expand minds and
use this knowledge to make an impact on the community.
Community Montessori provides a comprehensive
educational approach focused on knowing each individual
learner and partnering in students’ continued growth by
connecting knowledge for lifelong learning. Under
guidance, children and teens in Community Montessori
classrooms learn by making discoveries and asking
questions, while cultivating concentration, motivation,
self-discipline, and a love of learning.
BSU Office of Charter Schools
173
Accountability Report 2007-08
Community Montessori
COMMUNITY MONTESSORI of BSU Charter Schools
COMMUNITY MONTESSORI
of BSU Charter Schools
Demographic Summary
Nearly 89% of Community Montessori students are white, a higher percentage than the surrounding New AlbanyFloyd County School district (84.3%), and significantly higher than the statewide average (76.1%).
Although the school does not host a lunch program, families are still asked to fill out the School Nutrition Forms.
For those families that completed the forms, a minority of Community Montessori’s students (20.3%) is eligible
for free or reduced cost lunches. The school also has a lower percentage of students in need of special education
services (14%) than either the local schools (19%) or the state average (17.8%).
Academic Progress
Community Montessori successfully met the
requirements for AYP and because of a 2.7%
improvement in ISTEP+ scores, a category placement of
Academic Progress was earned. NWEA MAP
assessments administered to students in the fall and
spring show that about half of the students met the
growth targets in reading and language arts. Only 28.7%
met the growth targets in math.
The percentage of students passing ISTEP+ English/
language arts and math is more than 50% in all grades
with the exception of fifth-grade math. Eighth-grade
students demonstrated the highest scores with their
percent passing at 81% in both content areas and 69%
passing both tests. These scores surpass both the New
Albany-Floyd County results for eighth-graders and the
results for eighth-graders across the state (Table Y-2).
Constituent Survey
were likely to recommend, 89% would continue, and
80% would increase support of their school. Eighty-one
percent of staff would recommend the school, 80% would
continue at the school, and 77% would increase their
support of the school (Figure Z-3).
Parents (n=174), staff (n=36), and board (n=4*) responded
to the Constituent Survey. Eighty-seven percent of
parents and 75% of staff reported that the overall quality
of education was excellent/very good (Figure Z-1). The
parents (89%) and staff (86%) rated the school as much
better/somewhat better when it came to comparing
the overall quality of education to that of other schools
(Figure Z-2). Eighty-seven percent of parents stated they
*Base size was not large enough to report.
Financial Review
independent audit was also completed during the school
year. This audit also identified no issues.
Financially, the school exceeded Ball State University
Office of Charter School’s expectations in the area of
Financial Viability Results. It completed its sixth year in a
financially healthy position. Revenue exceeded expenses,
resulting in a positive net income position. Expenses
appeared to be appropriate. The school completed the
year with a positive cash balance, a solid balance sheet,
and positive net equity. The school is likely to maintain
strong finances in the future. State Board of Account
auditors completed an audit for the two years ending
June 30, 2007. The audit identified no issues. An
BSU Office of Charter Schools
The school approached Ball State University Office of
Charter School’s expectations in the area of financial
obligations to Ball State University. Payment of
obligations exceeded 30 days at times.
Community Montessori maintained and submitted an
acceptable board-approved, five-year strategic plan
during the school year.
174
Accountability Report 2007-08
COMMUNITY MONTESSORI
of BSU Charter Schools
School Improvement
To improve student ISTEP+ performance, Community
Montessori has taken the following steps:
• Set student goals using ISTEP data to support the individual learner.
• Created an individual learning plan for any child/teen who does not pass the ISTEP+ test.
• Reviewed overall data to determine areas that need attention at specific grade levels.
• Implemented additional in-service and staff meetings to support overall math scores.
• Worked to enhance the development of each learner as well as help to bridge abstract test-taking skills.
• Instituted a differentiated salary structure to reinforce the importance of staff members setting and
evaluating individual goals.
To address deficiencies that might affect AYP status for
the 2008-2009 school year, Community Montessori has
taken the following actions:
• Instilled higher standards for attendance.
• Provided staff support for exceptional learners and individual accommodations to testing.
• Implemented several strategies to improve
performance.
NWEA data were used to improve student achievement in
the following ways:
• Shared individual progress reports with parents
during Parent Partner Conferences throughout the year.
• Worked collaboratively on understanding different NWEA reports and understanding strengths and goals of individual classes.
To improve perceptions of the school in response to the
results of the constituent survey, Community Montessori
has taken the following actions:
• Encouraged and expected families to be a part of the learning process by creating ways to be involved at Community Montessori.
• Improved communication to families about the co-
teaching model.
• Searched for ways to help families get to know what their child/teen works on each day.
• Encouraged families to visit the school to see that “true learning” can sometimes be very active.
To improve the overall learning environment, Community
Montessori has taken the following actions:
• Aligned the age-level scope and sequence with the Indiana State Standards to further promote
understanding of state expectations.
• Increased support for all children/teens with
exceptionalities.
BSU Office of Charter Schools
• Worked as a team to establish goals aligned with
state standards and to promote individual growth.
• Set individual goals for each child/teen based on Indiana State Standards.
• Set individual moral/emotional/social goals to promote reflection, positive self-esteem, and
personal responsibility.
• Supported each learner with problem-solving and questioning strategies and encouraged lifelong
learning.
175
Accountability Report 2007-08
COMMUNITY MONTESSORI
of BSU Charter Schools
Student Demographics
Figure X-1:
Race/Ethnicity Percentages: 2007-2008
Figure X-2:
Percentages of Students Qualifying for Free & Reduced Lunch: 2007-2008
Figure X-3:
Percentages of Students in Special Education: 2007-2008
Data Source: Indiana Department Of Education
BSU Office of Charter Schools
176
Accountability Report 2007-08
COMMUNITY MONTESSORI
of BSU Charter Schools
Program Statistics
Table Y-1:
Table Y-2:
Attendance Rates
Academic
Year
Community
Montessori
New Albany-Floyd
County Schools
Indiana
2007-08
94.9%
95.6%
96%
Percentages Passing ISTEP+
Grade # Tested
Table Y-3:
ENGLISH/LA
MATH
BOTH ENGLISH & MATH
Community New Indiana
Montessori Albany
Community New Indiana
Montessori Albany
Community New Indiana
Montessori Albany
3
47
53%
79%
76%
55%
72%
71%
45%
66%
64%
4
32
66%
72%
75%
59%
73%
76%
41%
65%
67%
5
47
72%
75%
76%
47%
71%
78%
43%
62%
68%
6
19
58%
73%
73%
68%
71%
81%
53%
64%
68%
7
34
68%
71%
71%
56%
75%
80%
44%
64%
66%
8
26
81%
76%
70%
81%
74%
75%
69%
67%
64%
PL 221
ACADEMIC PROGRESS
Performance: 66.8%
Table Y-4:
Improvement: 2.7%
Adequate Yearly Progress
OVERALL DETERMINATION: YES
ATTENDANCE: YES
PERFORMANCE
Table Y-5:
PARTICIPATION
English
Math
English
Math
All Students
Yes
Yes
Yes
Yes
White
Yes
Yes
Yes
Yes
NWEA Percent Meeting Target Growth Rate
READING
LANGUAGE ARTS
MATH
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
234
44.9%
215
50.7%
247
28.7%
Data Source: NWEA
BSU Office of Charter Schools
177
Accountability Report 2007-08
COMMUNITY MONTESSORI
of BSU Charter Schools
Constituent Surveys
Figure Z-1:
How would you rate the overall quality of education?
Figure Z-2:
How would you compare the overall quality of education to that over other schools?
Figure Z-3:
How likely are you to... Recommend the School/Continue at the School/Increase Support to
your School
*Totals Include Extremely and Very Likely Responses0
BSU Office of Charter Schools
178
Accountability Report 2007-08
BSU Office of Charter Schools
179
Accountability Report 2007-08
BSU Office of Charter Schools
180
Accountability Report 2007-08
RURAL COMMUNITY
ACADEMY of BSU Charter Schools
“A Public School Where Every Child Soars”
P. O. Box 85
Graysville, IN 47852
(812) 382-4500
Grades Served . . . . . . . . . . . . . . . . . . . . . . . .K-8
2007-2008 Enrollment . . . . . . . . . . . . . . . . . . .124
2006-2007 Enrollment . . . . . . . . . . . . . . . . . . .123
2005-2006 Enrollment . . . . . . . . . . . . . . . . . . .99
2004-2005 Enrollment . . . . . . . . . . . . . . . . . . .91
Enrollment at Capacity . . . . . . . . . . . . . . . . . . .171
Year Opened: 2004-2005
Final Year in Current Contract: 2010-2011
Mission
Educational Program
The purpose of the Rural Community Academy is to
provide rural students with a top-quality educational
program using a place-based approach. With careful
attention to the social dynamics and cultural values of
the rural setting, the Rural Community Academy seeks to
instill students with self-confidence, practical skills, pride
of place, and excellent academic abilities through
differentiated instruction, strong parental support, and
continuous interaction with the local community. Students
will be equipped to excel in academic, personal, and
social settings long after attendance at this school ends.
The educational program of Rural Community Academy
uses local community resources, both people and places,
textbooks, and computer-aided learning tools to meet
state standards. All students will have the advantage of
small class sizes, individualized lessons, and
differentiated instruction in order to succeed and
contribute back to the community.
BSU Office of Charter Schools
181
Accountability Report 2007-08
Rural Community
Academy
www.rcsi.k12.in.us
RURAL COMMUNITY ACADEMY
of BSU Charter Schools
Demographic Summary
Rural Community Academy serves a predominately all-white population similar to other schools in its local
community, but without the diversity of the statewide average. Fifty percent of students qualify for free and
reduced cost lunches at the school, compared to 41.4% of the local community school, and 37.5% statewide.
More than 27% of students at Rural Community Academy require special education services, higher than the
state average.
Academic Progress
passing that portion of the test. Rural
Community Academy did meet AYP requirements, but
due to a -.7% improvement earned only an Academic
Probation category placement for P.L.221 status. More
than half of the students tested met the NWEA target
growth rate in reading, language arts, and math.
ISTEP+ passing rates vary across grade levels. Third- and
sixth-grade scores exceed, or are consistent with, the
percent passing in Southwest School Corporation and
the state of Indiana. An exception is sixth-grade English/
language arts (Table Y-2). English/language arts is strong
at each grade level. Third-graders and seventh-graders
struggled in math with only about one-third of students
Constituent Survey
school as much better/somewhat better when it came to
comparing the overall quality of education to that of other
schools (Figure Z-2). Board members, parents, and staff
agreed that they were likely to recommend, continue, and
increase support of their school (Figure Z-3).
Parents (n=58), staff (n=23), and board (n=7) responded
to the Constituent Survey. Eighty-five percent of parents,
96% of staff, and 100% of board members rated the
overall quality of education as excellent/very good (Figure
Z-1). At least 90% of board, parents, and staff rated the
Financial Review
The school met Ball State University Office of Charter
School’s expectations in the area of financial obligations
to Ball State University. Payments of all obligations were
made within 30 days.
Financially, the school exceeded Ball State University
Office of Charter School’s expectations in the area of
Financial Viability Results. It completed its fourth year in a
financially healthy position. Per the plan, expenses
exceeded revenues. Expenses appeared to be
appropriate. The school completed the year with a small
positive cash balance. It is anticipated the school will
maintain strong finances in the future. State Board of
Account auditors completed an audit for the two years
ending June 30, 2007. The audit identified no significant
issues.
BSU Office of Charter Schools
Rural Community maintained and submitted an
acceptable board-approved, five-year strategic plan
during the school year.
182
Accountability Report 2007-08
RURAL COMMUNITY ACADEMY
of BSU Charter Schools
School Improvement
To improve student ISTEP+ performance, Rural Community
Academy has taken the following steps:
General:
• Reviewed test-taking and note-taking skills with students.
• Illustrated study skills.
• Decreased homework and tests during ISTEP time.
• Created “questions of the day” in ISTEP format using current standards.
• Created incentive programs for students doing their best during testing.
• Provided breakfast each morning of testing.
• Created a classroom atmosphere conducive to reducing stress during testing.
• Investigated how ISTEP is actually calculated.
• Applied those principles to the current test base to project pass/fail and to identify students who will continually struggle with ISTEP testing.
Identification of Title I NCLB students
• Focused on reading and language arts skills.
• Provided paraprofessional aides for tutoring and
assistance.
• Assessed success of inclusion program to determine if more 1:1 instruction is needed.
• Continued development of Title I curriculum that focuses on primary at-risk children.
Incentives to reading curriculum
• Utilized Accelerated Reader quizzes for
additional reading.
• Utilized incentives for those who participate in Accelerated Reading.
NWEA data were used to improve student achievement in
the following ways:
•
•
•
Analyzed individual and group test performance, delving deeper into layers of available reports.
Tracked NWEA test scores by each student, over time, and identified areas to improve.
Created leveled classes in reading, language arts, and math based upon NWEA data as well as other data.
To address deficiencies that might affect AYP status for
the 2008-2009 school year, Rural Community Academy
has taken the following actions:
• Developed a reward program to achieve 95%
attendance overall.
• Provided more individualized instruction for students.
• Provided additional assistance to students
receiving free and reduced cost lunches and special-
needs students.
• Added a part-time special education teacher.
• Implemented incentives for parents for attendance.
• Implemented a bus transportation program to
improve attendance.
To improve the perceptions of their school in response to
the results of the constituent survey, Rural Community
Academy has taken the following actions:
Community Feedback
• Utilized the NWEA data as a marketing tool.
• Presented constituent survey results at a public meeting.
Parent Feedback
• Utilized a parent and community committee to provide suggestions and ideas.
• Involved parents and community in the education of students, and in their testing and evaluation.
Curriculum Development and Improvement
Fifth-Eighth Grades
• Placed students in classes by ability levels.
• Utilized NWEA DesCartes to show what the
student knows, what the student doesn’t know, and what the student needs to know, based on the Indiana Academic Standards.
Kindergarten-Fourth Grades
• Provided paraprofessional aides for tutoring and
assistance.
• Hired a part-time Title I NCLB teacher to work with struggling students.
• Identified low- and high-achieving students to assess needs.
Professional Development
• Trained teachers to use NWEA data.
• Trained teachers to use Des Cartes and link NWEA data to Indiana Academic Standards.
Classroom Assessment
• Administered NWEA three times during the year.
BSU Office of Charter Schools
183
Accountability Report 2007-08
RURAL COMMUNITY ACADEMY
of BSU Charter Schools
Student Demographics
Figure X-1:
Race/Ethnicity Percentages: 2007-2008
Figure X-2:
Percentages of Students Qualifying for Free & Reduced Lunch: 2007-2008
Figure X-3:
Percentages of Students in Special Education: 2007-2008
Data Source: Indiana Department Of Education
BSU Office of Charter Schools
184
Accountability Report 2007-08
RURAL COMMUNITY ACADEMY
of BSU Charter Schools
Program Statistics
Table Y-1:
Table Y-2:
Attendance Rates
Academic
Year
Rural Community
Academy
Southwest School Corporation
Indiana
2007-08
94.8%
94.7%
96%
Percentages Passing ISTEP+
ENGLISH/LA
Grade # Tested
Rural
Community
South- Indiana
west
MATH
BOTH ENGLISH & MATH
South- Indiana
Rural
Community west
South- Indiana
Rural
Community west
3
14
86%
74%
76%
71%
70%
71%
71%
65%
64%
4
16
75%
62%
75%
38%
58%
76%
38%
47%
67%
5
8
***
71%
76%
***
71%
78%
***
60%
68%
6
15
73%
80%
73%
80%
82%
81%
73%
74%
68%
7
11
55%
73%
71%
36%
78%
80%
36%
70%
66%
8
5
***
67%
70%
***
72%
75%
***
60%
64%
***Percentages are not calculated for grades in which less than 10 students were tested.
Table Y-3:
PL 221
ACADEMIC PROBATION
Performance: 52.6%
Table Y-4:
Improvement: -.7%
Adequate Yearly Progress
OVERALL DETERMINATION: YES
ATTENDANCE: YES
PERFORMANCE
English
Math
English
Math
All Students
Yes
Yes
Yes
Yes
White
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Free/Reduced
Lunch
Table Y-5:
PARTICIPATION
NWEA Percent Meeting Target Growth Rate
READING
LANGUAGE ARTS
MATH
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
# of Students
Taking Subtest
% Met Target
Growth Rate
74
56.8%
73
57.5%
74
56.8%
BSU Office of Charter Schools
185
Accountability Report 2007-08
RURAL COMMUNITY ACADEMY
of BSU Charter Schools
Constituent Surveys
Figure Z-1:
How would you rate the overall quality of education?
Figure Z-2:
How would you compare the overall quality of education to that of other schools?
Figure Z-3:
How likely are you to... Recommend the School/Continue at the School/Increase Support to
your School?
*Totals Include Extremely and Very Likely Responses
BSU Office of Charter Schools
186
Accountability Report 2007-08
BSU Office of Charter Schools
187
Accountability Report 2007-08
IST
EP
Pa
Ma
ss
th
ing
IST
EP
St
ud
E/
en
LA
ts
Sp
ec
ial
At
ED
te
nd
an
ce
Te
ac
he
rS
ala
ry
Lu
n
31%
70%
51%
63%
9%
75%
75%
73%
78%
8%
28%
63%
20%
7%
17%
36%
48%
81%
41%
74%
3%
47%
68%
8%
6%
6%
3%
12%
6%
11%
8%
9%
0%
14%
16%
19%
4%
3%
14%
7%
13%
8%
7%
6%
13%
11%
74.6%
20%
16.9%
37.6%
59.9%
44.2%
75.8%
47.3%
40.3%
83.3%
69.4%
45.8%
87.5%
35.3%
33.9%
57.1%
65.1%
28.8%
51.4%
34.8%
41.9%
59.7%
53.5%
hn
du
Pa
ss
ing
ce
d
ch
Re
Lu
n
24%
99.4%
83.8%
96.8%
11.3%
97.5%
99.4%
68.3%
99.5%
25.3%
15.9%
100%
30%
8.7%
5.4%
0%
100%
99.5%
54.5%
99.8%
22.1%
34.5%
85.7%
ee
Fr
State Average
21st Century
Campagna
CSoD
Comm. Mont
ECLCS
ECUEA
Galileo
Gary Lighthouse
Geist Mont.
Irvington
KIPP
New Comm.
Options-Carmel
Options-Noblesville
Rural Comm.
Thea Bowman
TLJ
Veritas
WGLCS
Renaissance
Imagine MASTer
IMSA-Indy
ic
Et
n/a
2002-03
2002-03
2003-04
2002-03
2006-07
2005-06
2005-06
2005-06
2006-07
2002-03
2006-07
2002-03
2002-03
2006-07
2004-05
2003-04
2002-03
2002-03
2006-07
2007-08
2007-08
2007-08
ar
Ye
Op
en
M
ino
ed
rit
y
ch
APPENDIX A
COMPARISON of BSU Sponsored Charter Schools
72%
29.6%
20%
39.9%
67.8%
37.7%
62.1%
52.7%
41.2%
87.5%
74.7%
38.6%
79.2%
55.9%
44.6%
73.2%
68.5%
40.7%
50.5%
38.4%
54.8%
63.2%
41.2%
17.8%
8.6%
27.6%
7.5%
14%
9.1%
4.2%
19.7%
6%
14.1%
11.2%
5.5%
18.1%
37.7%
34.6%
27.2%
8.7%
16.6%
15%
8.1%
7.6%
8.5%
6.8%
95.9%
98.6%
97.8%
97%
94.9%
91.3%
95.3%
95.9%
95.2%
99.1%
95.3%
96.9%
94.5%
94.8%
93.8%
94.8%
98%
97.1%
95.1%
91.9%
96.4%
95%
94.6%
$48,508.00
$35,746.00
$38,737.00
$33,800.00
$24,500.00
$37,333.00
$39,100.00
$33,100.00
$37,680.00
$32,400.00
$34,800.00
$57,897.00
$25,200.00
$41,000.00
$39,700.00
$30,900.00
$40,108.00
$33,060.00
$28,100.00
$38,499.00
$29,750.00
$34,461.00
$29,500.00
PL 221 Designations: Exem=Exemplary Progress; Comm=Commendable Progress; Prog=Academic Progress;
Watch=Academic Watch; Prob=Academic Probation
CSoD=Charter School of the Dunes; ECLCS=East Chicago Lighthouse Charter School; ECUEA=East Chicago Urban
Enterprise Academy; TLJ=Timothy L. Johnson Academy; WGLCS=West Gary Lighthouse Charter School BSU Office of Charter Schools
188
Accountability Report 2007-08
N/A
1.5%
.9%
3.5%
2.7%
18.5%
7.5%
18.2%
10.6%
8.3%
5%
9.3%
10.2%
0%
12.8%
.7%
8.1%
3.9%
3.8%
9.6%
N/A
N/A
N/A
# t EA
ak R
en ea
/% d
m ing
et
NW
tar
ge
t
# t EA
ak L
en an
/ % gu
m ag
et e
tar
NW
ge
E
t
#t A
ak M
en A
/ % th
m
et
tar
ge
t
ce
N/A
23.4%
29.6%
37.4%
66.8%
26.1%
67%
53%
44%
86.4%
75.8%
54.6%
82.7%
15.4%
32.7%
52.6%
68.5%
33.5%
57.4%
38.1%
N/A
N/A
N/A
NW
rm
an
Pe
r
fo
em
en
ov
N/A
Prob
Prob
Watch
Prog
Comm
Exem
Exem
Prog
Exem
Exem
Exem
Exem
Prob
Comm
Prob
Exem
Watch
Prog
Comm
N/A
N/A
N/A
Im
pr
PL
22
1
Yes
No
Yes
No
Yes
No
Yes
Yes
No
No
Yes
No
Yes
Yes
No
Yes
Yes
No
No
No
N/A
N/A
N/A
P
AY
Fu
62196
17
8
24
22
10
17
14
33
6
35
8
8
7
7
9
40
9
15
25
6
22
11
t
ea
s
ll-
Tim
eT
nt
de
tu
lS
ta
1046609
315
105
437
443
204
331
221
553
87
527
148
90
127
129
124
649
187
167
420
95
476
182
ch
e
rs
io
at
rR
ac
he
To
il/
Te
Pu
p
State Average 16.8
21st Century 18.5
Campagna 14
CSoD 18.2
Comm. Mont 20.1
ECLCS 20.4
ECUEA 19.5
Galileo 15.8
Gary Lighthouse 16.8
Geist Mont. 14.5
Irvington 14.9
KIPP 18.5
New Comm. 11
Options-Carmel 19.5
Options-Noblesville 19.8
Rural Comm. 13.2
Thea Bowman 16.2
TLJ 20.8
Veritas 11
WGLCS 16.8
Renaissance 15.8
Imagine MASTer 21.3
IMSA-Indy 16.5
N/A
218/47.2%
59/33.9%
249/55%
234/44.9%
163/62.6%
212/41.5%
119/57.1%
480/65.2%
61/52.5%
390/56.4%
126/31.7%
42/78.6%
70/60%
52/61.5%
74/56.8%
515/44.9%
91/36.3%
115/52.2%
364/48.9%
59/52.5%
259/38.6%
59/50.8%
N/A
182/53.3%
58/39.7%
252/50.8%
215/50.7%
96/66.7%
213/40.8%
117/53.8%
364/53.8%
62/50%
397/68%
126/39.7%
42/81%
69/66.7%
55/54.5%
73/57.5%
513/48.1%
90/47.8%
114/61.4%
240/35.8%
61/52.5%
264/46.2%
45/55.6%
N/A
182/53.3%
58/39.7%
252/50.8%
215/50.7%
96/66.7%
213/40.8%
117/53.8%
364/53.8%
62/50%
397/68%
126/39.7%
42/81%
69/66.7%
55/54.5%
73/57.5%
513/48.1%
90/47.8%
114/61.4%
240/35.8%
61/52.5%
264/46.2%
45/55.6%
* Too few students to count
PL 221 Designations: Exem=Exemplary Progress; Comm=Commendable Progress; Prog=Academic Progress;
Watch=Academic Watch; Prob=Academic Probation
CSoD=Charter School of the Dunes; ECLCS=East Chicago Lighthouse Charter School; ECUEA=East Chicago Urban
Enterprise Academy; TLJ=Timothy L. Johnson Academy; WGLCS=West Gary Lighthouse Charter School
BSU Office of Charter Schools
189
Accountability Report 2007-08
APPENDIX B
CONSTITUENT SURVEY of BSU Sponsored Charter Schools
2007-2008 Office of Charter Schools Constituent Survey
1. General Attitudes & Perceptions about the School
Parent/Guardian
1. Please indicate your role with the school? (indicate all that apply)
Board member
2a. How would you rate the overall quality of education?
Excellent
Much
Better
2b. How would you compare the overall quality of education to that of other schools?
Please read each of the following statements and indicate how much you
agree or disagree with each statement as it relates to your school.
Very
Good
Fair
Poor
Don't know
Somewhat
Worse
Much
Worse
Don't know
Neither
Agree nor
Disagree
Disagree
Strongly
Disagree
No
Opinion
Good
Somewhat
About
Better
the same
Strongly
Agree
Staff
Administrator
Agree
3a. All members of the school community understand the mission of the school
3b. Our school has a caring environment
3c. Our school makes a comprehensive assessment of student achievement
3d. Our school has a positive school spirit/climate
3e. Our school uses sound, rigorous educational practices
3f. Our school has the appropriate level of discipline
3g. Our school continuously improves
3h. Our school uses innovative educational practices
Please indicate your overall evaluation of each of the following aspects of
your school.
Excellent
Very
Good
Good
Fair
Poor
Don't
Know
Extremely
Likely
Very
Likely
Somewhat
Likely
Not Very
Likely
Not at all
Likely
Don't
Know
4a. Quality of teaching/instruction
4b. School administration
4c. School facilities
4d. Individualized student attention
4e. Access to/use of computers and other technologies
4f. Parents
4g. Support services (e.g. counseling, healthcare, etc.)
4h. Faculty/teachers
4i. Services provided to special needs students (e.g. English as a second language,
disabilities, academically challenged, etc.)
4j. School safety
4k. Communication about student learning/achievement
4l. Student development
4m. Curriculum/academic program
4n. Students
4o. Student-teacher ratio/class size
4p. School material and supplies
4q. Classroom management (e.g. student behavior, discipline, etc.)
How likely are you to . . .
5a. Recommend the school to friends and colleagues
5b. Return to the school next year
5c. Increase your support of the school
6. Please indicate the gender(s) of your student(s) in the school
Male
8.
Please
indicate
of your student(s). Kindergarten 1
How
likely
are the
yougrade
to .level(s)
..
7. Your gender
Female
2
3
4
5
6
Male
7
8
Female
9
10
11
12
9. What is your child(ren)'s race/ethnicity? Please indicate all that apply.
Black or
American Indian or
African American
Alaskan Native
Hispanic
or Latino
Asian
White
Native Hawaiian
or Pacific Islander
© The Kensington Group (Indianapolis, IN) 2007
BSU Office of Charter Schools
190
Accountability Report 2007-08
Multiethnic
Other
Draft
Acknowledgements
Ball State University Office of Charter Schools gratefully
acknowledges the following people for contributing their knowledge,
talents, and expertise, to the development, coordination and
completion of the 2007-2008 Ball State University Office of Charter
Schools Accountability Report::
Constituent Survey Development
The Virtual Special Education Cooperative
The Kensington Group and Marketing Research
Dr. Daena Richmond, Director
Technologies; Chris Everett & Bob Dicus
Accountability Report
Dean’s Office, Teachers College
Shirley Hall, Office of Charter Schools
Dr. Roy Weaver, Dean
Lisa Carmichael, Business Administrator
Report Revised Layout & Production
Julie Eiser, Administrative Assistant
Ball State University
Printing Services
Financial reviews
Peter C. Tschaepe, Office of Charter Schools
Office of Charter School Research
Dr. W. Holmes Finch, Director
Mary Baker-Boudissa, Assistant Director
BSU Office of Charter Schools
191
Accountability Report 2007-08